Transcript

1.
Financial
Mathematics

2.
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7.
Unit 1, Activity 2, Money Voc Card with Answers
Blackline Masters, Financial Math Page 5
Louisiana Comprehensive Curriculum, Revised 2008
Definition (in own words)
It’s a way for people to do things to earn a
living in which everyone does what he/she
does best and enjoys most. This leads to
people making or doing more than they
would do if they had to make or do
everything for themselves.
Facts/Characteristics
1. Creates a higher standard of living
for all of us.
2. By specializing in only one task,
people become much better at that task
and more productive.
3. Using specialized machinery and/or
facilities, production is increased even
more through efficiency.
Examples
1. High school teacher teaching one
subject.
2. Dairy farmers produce milk.
3. Auto companies produce vehicles.
Nonexamples
1. The old one-room school where the
teacher taught every subject.
2. A family farm that produces all the food
and milk that the family consumes.
3. Can’t imagine trying to build my own
car.
Division
Of Labor

8.
Unit 1, Activity 6, Over time Pay Procedure
Blackline Masters, Financial Math Page 6
Louisiana Comprehensive Curriculum, Revised 2008
Part 1: In each box, write an hourly pay problem of your own creation. Three of the five
problems should contain over time information and one should not.
1.
2.
3.
4.
5.

9.
Unit 1, Activity 6, Over time Pay Procedure
Blackline Masters, Financial Math Page 7
Louisiana Comprehensive Curriculum, Revised 2008
Part 2: Work each of the problems from the table on the reverse side. Show all the steps
and circle your answer for Total Pay.
1.
2.
3.
4.
5.

10.
Unit 1, Activity 7, Count Timecards
Blackline Masters, Financial Math Page 8
Louisiana Comprehensive Curriculum, Revised 2008
Employee Timecard
Date In Out In Out Total
Total Hours:
Employee Timecard
Date In Out In Out Total
Total Hours:
Employee Timecard
Date In Out In Out Total
Total Hours:

11.
Unit 1, Activity 8, Needs vs. Wants
Blackline Masters, Financial Math Page 9
Louisiana Comprehensive Curriculum, Revised 2008
‘Cheshire Puss,' she began, rather timidly, as she did not at all know whether it would
like the name: however, it only grinned a little wider. `Come, it's pleased so far,' thought
Alice, and she went on. `Would you tell me, please, which way I ought to go from here?'
`That depends a good deal on where you want to get to,' said the Cat.
`I don't much care where--' said Alice.
`Then it doesn't matter which way you go,' said the Cat.
`--so long as I get somewhere,' Alice added as an explanation.
`Oh, you're sure to do that,' said the Cat, `if you only walk long enough.'
From Alice in Wonderland by Lewis Carroll
Values: beliefs and practices in your life that are very important to you.
Task:
1. Think of activities/items that you currently do/have or that you want to do/have and write
them in the Activity/Item column of the table below.
2. Then, check the appropriate Need or Want column to describe the item/activity.
Needs: essentials, the basics of life. Food, clothing and a place to live, etc.
Wants: things that increase the quality of living. Music, eating out, movies, designer clothes, etc.
Nothing wrong with wants and you should have the things you want, but most of us live on a
limited budget and must prioritize our money.
Activity/Item Need Want
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

12.
Unit 1, Activity 12, Financial Goals
Blackline Masters, Financial Math Page 10
Louisiana Comprehensive Curriculum, Revised 2008
Values: beliefs and practices in your life that are very important to you.
Examples: Earning good grades
Being good in your chosen sport
Being responsible with money
Telling the truth
Spending time with people you care about
Values lead to goals…
Goal: something you want or need, which you endeavor to acquire by taking certain steps.
Writing goals:
SMART: Specific, Measurable, Attainable, Realistic, Time-bound
Example:
To save $45 by the first of next month to take my girlfriend/boyfriend out for pizza and a
movie.
To save $10 a week for the next 25 weeks to buy clothes for a summer vacation.
To save $2000 per year from summer jobs for the next four years for a down payment on
a new car.
Goal timelines:
1. Short-term: up to 3 months
2. Intermediate-term: 3 months to one year
3. Long-term: more than a year………..requires patience to achieve and a willingness to
give up something you want now in return for something better later……….delayed
gratification.
Specific Goal Achievement
date
Timeline Estimated Cost $ amount to
save per week
Total total
Task:
1. Construct and complete, on your own paper, the table above.
2. Place in binder in Section 1, Financial Goals.

13.
Unit 1, Activity 13, Interview
Blackline Masters, Financial Math Page 11
Louisiana Comprehensive Curriculum, Revised 2008
Project: Interview
Task:
1. Interview a person who earns money by graduated commission. Complete the
information sheet below.
2. Prepare a two minute presentation for the class. Your presentation must include one
visual aid, i.e., poster, video clip, picture, power point slide, banner, etc.
Your name:
Name of person interviewed:
Employed by: Position in company: Time worked in current
position:
Work requirements of current job:
Education requirements of current job:
Experience requirements of current job:
Current commission structure:
Example of monthly earnings:

15.
Unit 1, Activity 13, Earnings Data Chart
Blackline Masters, Financial Math Page 13
Louisiana Comprehensive Curriculum, Revised 2008
Task: 1. Use the data collected on the Commission Earnings Data BLM to plot each data point (years employed, monthly earnings).
2. Use the plot to determine if there is a correlation between years employed and monthly earnings. Describe the correlation
found, if any.

16.
Unit 1, Activity 15, Career Expectations Opinionnaire
Blackline Masters, Financial Math Page 14
Louisiana Comprehensive Curriculum, Revised 2008
Task: Think of the career you’d like to pursue after high school and relate your knowledge of
that career by completing the following chart.
Name:
Career choice:
Describe the daily duties/description of the career.
What are the education requirements of the career?
What is the pay of your career? Hourly/Monthly/Annually?
Do you think that career will still be in demand in 20 years? Why or why not?
Will you be required to participate in continuing education to maintain
competency/certification in you career?
What will your pay be in 20 years? Higher/Lower/The Same? Why?

19.
Unit 1, General Assessment, Observation Rubric
Blackline Masters, Financial Math Page 17
Louisiana Comprehensive Curriculum, Revised 2008
Student Observation Rubric
Attributes Above Standard At Standard
Attribute Still A
Goal
Attribute
Points
Earned
Points Possible (5-4.5) (4.0-3.5) (3.0-0)
Materials
Consistently brought
required materials to
class.
Usually brought required
materials to class.
Inconsistently brought
required materials to
class.
/5
Use of Class
Time
Made effective use of
time; was always on task
and actively involved in
class discussions.
Usually made effective use
of time; was mostly on
task and somewhat
involved in class
discussions.
Came to class
unprepared a majority
of the time, not using
time effectively or
staying on task.
/5
Collaboration
Made successful efforts
to collaborate with other
students to master
material. Readily sought
teacher assistance when
needed.
Usually made successful
efforts to collaborate with
peers for content help.
Sought teacher assistance
only when prompted.
Inconsistently made
efforts to collaborate
with peers for content
help. Rarely sought
teacher assistance when
needed.
/5
Team Work
Consistently worked
together as a well-
coordinated team;
divided large task into a
number of smaller tasks;
smaller tasks were
assigned to team
members; team members
pulled their own share.
Usually worked together
as a well-coordinated
team; usually divided large
task into a number of
smaller tasks; smaller tasks
were usually assigned to
team members; team
members pulled their own
share.
Team did not work
together or effectively
split up tasks. Outside
intervention was needed
to help split up work;
team members did not
pull their own share.
/5
Communication
and Leadership
Effective in assuming
leadership roles without
alienating peers.
Consistently
communicates and
coordinates effectively
with peers and teacher.
Leadership evident, but
lacking evident
communication skills to
consistently succeed with
peers and teacher.
Little or no leadership
skills evident. Lacking
successful
communication skills to
consistently succeed
with peers and teacher
/5
Observation Point Total /25

20.
Unit 1, General Assessment, Observation Rubric
Blackline Masters, Financial Math Page 18
Louisiana Comprehensive Curriculum, Revised 2008
Name:_______________________________________________Date:_______________
Introduction: The Anderson Valve Company builds custom-made oil field equipment.
Department 15 of the company builds pumps and has 7 workers. The 4 workers who make the
pumps are paid on a piece rate basis. They work as a team and are paid based on the total number
of pumps built by the work team; however, they are paid a different piece rate because of their
differing skill-level and experience. The 3 hourly rate workers test the pumps, keep track of
supplies, and deliver or ship the pumps to other departments or companies. They also work for
other departments in the Anderson Valve Company.
The Pay Code Chart shown on page 2 lists pay codes and rates. The 7 workers are paid the rate
per hour worked or unit produced that corresponds to their pay code. For example, a worker with
a “C” pay code earns $8.30 an hour.
An Employee Timecard shows the hours worked last week by each hourly rate employee. A
Daily Unit Production Chart shows the number of pumps produced each day by the work team.
Notice that the work team builds different types of pumps during the week.
Directions.
Step One:
1. Complete the Employee Timecard for each employee chart by counting the hours worked
each day and totaling the column.
2. Find the total number of pumps produced each day, by type and for the week. Write the
sum of each row and column in it’s total cell. The right-most column and the bottom row
should total to the same answer in the bottom, right cell.
Employee Timecard for Zino, G.
Date In Out In Out Total
Mon 12:00 4:40
Tue 8:16 1:29 2:01 6:05
Wed 12:00 5:00
Th off off off off
Fri off off off off
Total Hours:
Employee Timecard for Travis, M.
Date In Out In Out Total
Mon 7:00 11:00 12:00 4:40
Tue 7:15 11:30 12:15 5:00
Wed 11:00 5:44
Th 1:30 6:30 7:30 10:30
Fri 9:00 1:00 1:30 6:30
Total Hours:

28.
Unit 1, Activity 2, The Story of Money Assessment
Blackline Masters, Financial Math Page 26
Louisiana Comprehensive Curriculum, Revised 2008
Directions: Answer the following questions as completely and accurately as possible. Answers
should be complete sentences. You may continue your answers on the back, if required.
1. Explain a coincidence of wants.
2. What is a division of labor and why is it important to our modern global economy?
3. Why does division of labor lead to a higher standard of living for our society?
(2 reasons)
4. What properties must money have in order to serve as an effective medium of exchange?
Explain each. (5 properties)
5. Explain intrinsic value. Why does our money lack it?
6. Would everyone be better off if we all had more money? Why or why not?

29.
Unit 1, Activity 2, The Story of Money Assessment with Answers
Blackline Masters, Financial Math Page 27
Louisiana Comprehensive Curriculum, Revised 2008
1. Explain a coincidence of wants.
A situation in which two people each want what the other wants to trade; a condition necessary for barter
to occur. Properties of our money and it’s near-universal acceptance have lessened the importance of this
concept in modern America.
2. What is a division of labor and why is it important to our modern global economy?
An approach to production in which different workers specialize in different tasks to achieve savings. It
is important to our modern global economy because we can all exchange goods and services freely,
allowing each country, or region, to take advantage of their particular natural resources or cultural
strong points. As a result we all enjoy the best of each other and the best the world has to offer.
3. Why does division of labor lead to a higher standard of living for our society?
(2 reasons)
First, by specializing in certain tasks, rather than trying to produce everything, people become more
adept at those tasks and, therefore, more productive.
Second, economies of scale develop, as the use of specialized machinery makes production even more
efficient. With economies of scale, the per-unit cost of production goes down as you produce more.
4. What properties must money have in order to serve as an effective medium of exchange?
Explain each. (5 properties)
(1) Money must be acceptable to people who want to sell things. (2) Money must be divisible, as the
dollar is divisible into half dollars, quarters, dimes, nickels, and pennies. (3) Money must be portable. It
must be something that can be easily moved around in order to buy things. (4) Money must be fungible.
One unit of money must be interchangeable for another. Any dollar, regardless if it is new and crisp, or
old and worn, is worth the same amount. (5) Money must be relatively stable. In addition to serving as a
medium of exchange, money also serves as a store of value. You can save money confident that its value is
constant.
5. Explain intrinsic value. Why does our money lack it?
Intrinsic value is the value of the materials something is made from. For example, an automobile is made
from metal, plastics, rubber, copper and many other materials that all have value outside of being formed
into a vehicle. Money, on the other hand, is made from inexpensive materials, costing roughly the same in
a dollar bill as in a twenty dollar bill.
6. Would everyone be better off if we all had more money? Why or why not?
No; when people have more money to spend and the volume of goods and services doesn’t increase as
fast, sellers find that they can raise prices and sell as much as they did before. Inflation is the result of too
much money being spent in our economy.

30.
Unit 1, Activity12, Financial Goals Rubric
Blackline Masters, Financial Math Page 28
Louisiana Comprehensive Curriculum, Revised 2008
Writing Financial Goals Scoring Rubric
Teacher Name:
Student Name:
Category/
Score
4 3 2 1
Writing Process Student devotes a lot
of time and effort to
the writing process
(prewriting, drafting,
reviewing, and
editing). Works hard
to make the story
wonderful.
Student devotes
sufficient time and
effort to the writing
process (prewriting,
drafting, reviewing,
and editing). Works
and gets the job
done.
Student devotes
some time and effort
to the writing
process but was not
very thorough. Does
enough to get by.
Student devotes
little time and effort
to the writing
process. Doesn't
seem to care.
Focus on Assigned
Topic
The goals are related
to the assigned topic
and allows the
reader to understand
much more about
the future plans of
the writer.
Most of the goals
are related to the
assigned topic. The
goals wander off at
one point, but the
reader can still learn
something about the
future plans of the
writer.
Some of the goals
are related to the
assigned topic, but a
reader does not learn
much about the
future plans of the
writer.
No attempt has been
made to relate the
goals to the assigned
topic.
Organization The goals are very
well-organized. One
goal follows another
in a logical sequence
with clear
transitions.
The goals are pretty
well organized. One
goal may seem out
of place. Clear
transitions are used.
The goals are a little
hard to follow. The
transitions are
sometimes not clear.
Goals seem to be
randomly arranged.
Requirements All of the written
requirements for
goal writing are met.
Almost all (about
90%) of the written
requirements for
goal writing were
met.
Most (about 75%) of
the written
requirements for
goal writing were
met, but several
were not.
Many requirements
for goal writing
were not met.
Total Score

31.
Unit 2, Activity 1, Check Stub
Blackline Masters, Financial Math Page 29
Louisiana Comprehensive Curriculum, Revised 2008
Names:
Task: 1. Circulate through the room and gather the information on the table from each
check stub.
2. Calculate the percent of gross for each type of tax. (Tax / Gross Income)
3. Construct a graph for each type of tax using the blank graphs on the back of
this form and the data you collected.
Gross
Income
Federal
Tax
Withheld
% of
gross
State Tax
Withheld
% of
gross
Social
Security
Tax
Withheld
% of
gross
Medicare
Tax
Withheld
% of
gross
$453.12 $91.87 20.3% $32.77 7.2% $34.66 7.65% $6.57 1.45%

33.
Unit 2, Activity 2, 2007 Tax Rate Schedule
Blackline Masters, Financial Math Page 31
Louisiana Comprehensive Curriculum, Revised 2008
2007 Tax Rate Schedules
Schedule X — Single
If taxable income is over-- But not over-- The tax is:
$0 $7,825 10% of the amount over $0
$7,825 $31,850 $782.50 plus 15% of the amount over 7,825
$31,850 $77,100 $4,386.25 plus 25% of the amount over 31,850
$77,100 $160,850 $15,698.75 plus 28% of the amount over 77,100
$160,850 $349,700 $39,148.75 plus 33% of the amount over 160,850
$349,700 no limit $101,469.25 plus 35% of the amount over 349,700
Schedule Y-1 — Married Filing Jointly or Qualifying Widow(er)
If taxable income is over-- But not over-- The tax is:
$0 $15,650 10% of the amount over $0
$15,650 $63,700 $1,565.00 plus 15% of the amount over 15,650
$63,700 $128,500 $8,772.50 plus 25% of the amount over 63,700
$128,500 $195,850 $24,972.50 plus 28% of the amount over 128,500
$195,850 $349,700 $43,830.50 plus 33% of the amount over 195,850
$349,700 no limit $94,601.00 plus 35% of the amount over 349,700
Schedule Y-2 — Married Filing Separately
If taxable income is over-- But not over-- The tax is:
$0 $7,825 10% of the amount over $0
$7,825 $31,850 $782.50 plus 15% of the amount over 7,825
$31,850 $64,250 $4,386.25 plus 25% of the amount over 31,850
$64,250 $97,925 $12,486.25 plus 28% of the amount over 64,250
$97,925 $174,850 $21,915.25 plus 33% of the amount over 97,925
$174,850 no limit $47,300.50 plus 35% of the amount over 174,850
Schedule Z — Head of Household
If taxable income is over-- But not over-- The tax is:
$0 $11,200 10% of the amount over $0
$11,200 $42,650 $1,120.00 plus 15% of the amount over 11,200
$42,650 $110,100 $5,837.50 plus 25% of the amount over 42,650
$110,100 $178,350 $22,700.00 plus 28% of the amount over 110,100
$178,350 $349,700 $41,810.00 plus 33% of the amount over 178,350
$349,700 no limit $98,355.50 plus 35% of the amount over 349,700

34.
Unit 2, Activity 3, Louisiana Resident Individual Income Tax FAQs
Blackline Masters, Financial Math Page 32
Louisiana Comprehensive Curriculum, Revised 2008
Who must file
1. Residents or part-year residents of Louisiana, or nonresidents with income from
Louisiana sources who are required to file a federal income tax return must file a
Louisiana Tax Return.
2. Taxpayers who have overpaid their tax through withholding or declaration of estimated
tax must file a return to obtain a refund or credit.
3. Military personnel whose domicile (home of record) is Louisiana and who are required to
file a federal income tax return must file a return and report all of their income regardless
of where they were stationed. Credit against Louisiana tax may be taken for any net
income tax paid to another state on nonmilitary income and income earned by the spouse,
provided the income was included on the Louisiana return.
Nonresident and individuals who were part-year residents must report their income from all
sources for the period during which they were a resident, plus all income from Louisiana sources
for the period they were a nonresident.
Date tax due
Returns and payments are due on the 15th day of the fifth month after the close of the taxpayer's
fiscal year. For calendar-year filers, the tax is due on May 15.
Determination of Tax
The tax is determined using tax tables furnished by the Department of Revenue. The tables use
federal adjusted gross income tax as a reference point. The tables are based on the following:
1. Rate of tax
a. Single, married filing separately, or head of household:
First $12,500 - 2 percent
Next $12,500 - 4 percent
Over $25,000 - 6 percent
b. Married filing jointly or qualified surviving spouse:
First $25,000 - 2 percent
Next $25,000 - 4 percent
Over $50,000 - 6 percent
2. Personal exemption - Standard deduction
a. Single individual - $4,500
b. Married-joint return and a qualified surviving spouse - $9,000
c. Married-separate return - $4,500
d. Head of household - $9,000
3. Dependency deduction
a. $1,000 for each dependent
b. $1,000 for taxpayer and/or spouse who is over 65 years old
c. $1,000 for taxpayer and/or spouse who is blind
Source: Louisiana Department of Revenue
http://www.revenue.louisiana.gov/sections/individual/indincome.aspx

35.
Unit 2, Activity 4, FICA Tax Rates
Blackline Masters, Financial Math Page 33
Louisiana Comprehensive Curriculum, Revised 2008
Task: Research to Discover:
1. The current rates of Social Security and Medicare
Tax.
2. The current income cap on Social Security Tax.
3. The purpose of the taxes and the benefit to the
Federal Government.
4. The predictions for the future of these tax rates.
5. Prepare a PowerPoint presentation (7 slides)
illustrating your findings to the class.
a. The final product should include:
i. Notecards taken during research.
ii. Rough draft “storyboard” of what the
final Power Point presentation will look
like.
iii. The Power Point presentation should
follow the proper literary format, i.e.
introduction, main body, and
conclusion.
iv. The final slide should be a
bibliography.
Due Date:_________________________________

36.
Unit 2, Activity 6, Health Insurance Research
Blackline Masters, Financial Math Page 34
Louisiana Comprehensive Curriculum, Revised 2008
Task: This is a group task. Research group health insurance to answer the following
questions.
What is group health insurance?
Why do I need health insurance?
What types of health insurance are available?
What are the specific attributes of each type?
What are the advantages/disadvantages of each type?
What is an annual premium?
What is a co-pay?
Give an example of the differing co-pays from different types of visits within a
health insurance plan, i.e. doctor’s office visit co-pay? visit to the emergency
room?
What is a lifetime maximum allowance?
What types of illnesses can be excluded from a policy?
What if I become disabled?
Are families covered?
Am I covered if I travel abroad?
Are there any time limitations to coverage?
What else did I learn?
When complete, create a PowerPoint® presentation illustrating your answers to the
questions. Be prepared to present your findings to the class.
Due Date:___________________________________________

37.
Unit 2, Activity 9, 5-Step Decision Making Process
Blackline Masters, Financial Math Page 35
Louisiana Comprehensive Curriculum, Revised 2008
Discussion Topic: The 5-step decision making process.
Task:
1. On the reverse side, write a song or poem explaining how the process can be used
in your everyday world. Your audience is your peers. Be creative, you may
include personal examples as part of your song or poem.
2. Include this worksheet in your financial plan, inside front pocket.
2. Gather &
Analyze
Information
5. Monitor
& Modify
the Plan as
Required
1. Set Goals
3. Create A
Plan of
Action
4.
Implement
the Plan

38.
Unit 2, Activity 10, The Story of Inflation
Blackline Masters, Financial Math Page 36
Louisiana Comprehensive Curriculum, Revised 2008
Read the comic & answer the following questions.
1. How do we define inflation?
2. What causes inflation?
3. What are the effects of inflation on individuals and the economy?
4. How do we measure inflation?
5. How is inflation prevented?

39.
Unit 2, Activity 10, The Story of Inflation with Answers
Blackline Masters, Financial Math Page 37
Louisiana Comprehensive Curriculum, Revised 2008
1. How do we define inflation?
A substantial and continuing rise in the general price level.
2. What causes inflation?
a. Rising production costs cause an increase in prices.(Cost-Push Inflation)
b. When people’s ability to spend rises more rapidly than the economy’s ability to
produce goods and services.(Demand-Pull Inflation)
3. What are the effects of inflation on individuals and the economy?
a. Not everyone’s income goes up as much as prices do. People whose incomes rise less
than prices, or don’t rise at all, are hurt by inflation.
b. Inflation reduces the value of people’s savings when price increases are larger than
the interest rates that people receive on their savings accounts.
c. Because inflation reduces the value of savings, it gives people an incentive to spend
rather than save. By discouraging saving, inflation can harm the U.S. economy. That’s
because the economy needs a supply of savings to provide the funds for people and
businesses to borrow so that they can invest in the things that help the U.S. economy
grow.
d. Gives people an incentive to invest in ways that don’t help the economy grow, for
example, buying gold and jewelry, investing money in overseas markets, or buying
established real estate.
e. It makes it more difficult for businesses to plan, thus they reduce, or delay, spending on
capital improvement projects or expansion.
4. How do we measure inflation?
The government has several measures of inflation. The best known is the Consumer Price
Index(CPI), which measures the prices of items bought by consumers in metropolitan
areas. Those items cover a wide range of goods and services, including food, clothing,
housing, transportation, recreation, laundry services, and much more. To produce the
CPI data, the U.S. Department of Labor keeps track of changes in a wide variety of
consumer prices, and it actually sends Labor Department employees into many stores
each month to check on price movements.
5. How is inflation prevented?
The Federal Reserve’s actions to influence money and credit conditions in the economy,
thus inflation, are known as monetary policy. The FED has three main monetary policy
tools; reserve requirements, the discount rate, and open market operations. Lower
reserve requirements enable banks to lend more of their deposits; higher reserve
requirements shrink the availability of credit offered by banks. The discount rate is the
interest rate that the FED charges on short-term loans to banks; when the FED lowers
the discount rate, it may be indicating that it would like to see an increase in credit, when
it raises the discount rate, it may be issuring a signal that it wants to “cool off the
economy.” Open market operations consist of buying or selling U.S. Government
securities(bonds) from firms known as primary dealers. When the FED buys government
bonds, it pays for them by crediting the account that the primary dealer’s bank has at the
FED, thus increasing the amount of money banks can lend. When the FED sells bonds, it
receives the payment from the bank of the buyer, thus reducing the total amount of funds
that banks can lend.

40.
Unit 2, Activity 10, Inflation Concept Map
Blackline Masters, Financial Math Page 38
Louisiana Comprehensive Curriculum, Revised 2008
Task:
1. Complete the concept mapping chart below.
2. Write key concepts that either relate to inflation, or are affected by inflation, or
are used to measure inflation. This chart may be modified to include as many
bubbles as required.
3. Pay particular attention to the way the core inflation is measured.
4. Complete the concept map on the reverse side, to illustrate the CPI.
.
.
.
.
.
.
.
.
Inflation

41.
Unit 2, Activity 10, Inflation Concept Map with Answers
Blackline Masters, Financial Math Page 39
Louisiana Comprehensive Curriculum, Revised 2008
Gives people an
incentive to save
in ways that
don’t help the
economy.
(Gold)
Harmful to the
U.S. economy.
Economy needs
people to save
to provide banks
money to lend.
Reduces the
value of
people’s
savings.
Not everyone’s
income rises as
much as
inflation.
(fixed income)
Demand-Pull
Inflation:
income rises
faster than
goods and
services.
Cost-Push
Inflation: rising
production
costs.
People have less
money to spend.
Prices go up on
goods and
services.
Inflation

43.
Unit 2, Activity 10, CPI Concept Map with Answers
Blackline Masters, Financial Math Page 41
Louisiana Comprehensive Curriculum, Revised 2008
The federal
income tax
personal
exemption
increases each
year based on
CPI.
Certain federal
benefits, such as
social security,
are based on
how much the
CPI rises.
Many
economists think
it overstates
increases in the
cost of living. Data collected
by the U.S.
Department of
Labor.
Food, clothing,
housing,
transportation,
recreation,
laundry services
and much more.
Many
employers link
wage
increases to
CPI.
Measures the
prices of items
bought in
metropolitan
areas.
Consumer
Price
Index.
CPI

44.
Unit 2, Activity 11, Job Benefits
Blackline Masters, Financial Math Page 42
Louisiana Comprehensive Curriculum, Revised 2008
Job Benefits. In addition to wages, many employers provide their workers other
things of value called fringe benefits. For example, employers may provide free or low-
cost health and accident insurance, life insurance, and a retirement plan. They may also
provide paid holidays, paid sick leave, paid vacation time, the use of a car, a credit union,
uniforms, parking, discounts for purchases of merchandise, recreational facilities, and
education or training.
Typically, fringe benefits are worth as much as 15% to 40% of the amount paid in
wages. When you are considering a job offer, the value of the fringe benefits should be
added to the amount of wages to find the total job benefits.
Gross Pay + Fringe Benefits = Total Job Benefits
The value of some fringe benefits, such as paid holidays, can be figured very
accurately. However, the value of other fringe benefits, such as free recreation facilities,
can only be estimated. If you were offered a benefit package that included use of a free
gymnasium, how would you estimate its dollar value?
Example: Sonia Burgoz is a systems analyst with Tri-State Paper Company.
Last year Sonia calculated her total job benefits.
Solution: Gross Pay: $32,400
Fringe Benefits:
Paid Pension: $2,592
Health Insurance: $1,440
Paid vacations, holidays: $2,278
Paid course tuition: $925
Use of gymnasium(estimated): $360
Total Fringe Benefits: $7,595
Total Job Benefits $39,995
Job Expenses. Almost every job has expenses. Some examples of job expenses
are union or professional dues, commuting expenses, uniforms, licenses, and tools. There
may also be funds for birthdays and other events that you choose to contribute to. These
expenses can add up.
Total Job Benefits – Job Expenses = Net Job Benefits
Example: Denelda Ogg had total job benefits of $27,329. Her job expenses
were $624 for travel, $35 for a required license, $175 for professional dues, and
$25 for the company birthday fund. Find her net job benefits.
Solution: Total Job Benefits: $27,320
Job Expenses:
Travel: $624
License: $35
Professional Dues: $175
Birthday Fund: $25
Total Job Expenses: $859
Net Job Benefits: $26,461

49.
Unit 2, General Assessment, Test
Blackline Masters, Financial Math Page 47
Louisiana Comprehensive Curriculum, Revised 2008
j. Total deductions ____________________
k. Net Pay ____________________
4. Duane McCoy’s job pays him $11.25 per hour for a 40-hour week. He estimates his fringe
benefits to be 29% of his yearly wages. His yearly job expenses are estimated to be: dues, $375;
uniforms, $580; commuting costs, $934.
a. What is Duane’s total annual pay?
b. What is the amount of Duane’s fringe benefits per year?
c. What are Duane’s total yearly job benefits?
d. What are Duane’s total yearly job expenses?
e. What are Duane’s net yearly job benefits?
5. Louella Hatton has a job which pays $1,986 a month. She estimates that her fringe benefits are
32% of her annual wages. She also estimates that her yearly job expenses are: special tools,
$497; dues, $720; commuting costs, $602; uniforms, $530.
a. What is Louella’s total annual pay?
b. What is the amount of her annual fringe benefits?
c. What are Louella’s total annual job benefits?
d. What are Louella’s total annual job expenses?
e. What are Louella’s net annual job benefits?
6. Doug Johnson’s paycheck stub is shown below. Doug believes the net pay is incorrect. Doug
is married and claims 2 withholding allowances and his state tax rate is 3.1%. He has personal
exemptions of $45.12. He makes 1 ½ times his regular hourly rate for all hours in excess of 40
each week. Calculate his gross pay, all withholdings and his net pay to determine if it is correct.
If not correct, draw a line through the incorrect amount and write the correct amount above it.
Write a paragraph addressing the mistakes made in the computation of his check stub.
Gross Pay Tax Withholdings Personal Withholdings Net Pay
Rate: $16.50/ hr Soc Sec $45.52 Union Dues $33.45
Hrs: 44.5 Medicare $10.65 Gym Mem. $12.00
Fed Tax $63.00 A.Savings $10.00
State Tax $22.76 401(k)contr. $18.36
$734.25
Total $141.93 Total $73.81
$518.51

52.
Unit 2, General Assessments, Test with Answers
Blackline Masters, Financial Math Page 50
Louisiana Comprehensive Curriculum, Revised 2008
k. Net Pay _______$275.08 ______
4. Duane McCoy’s job pays him $11.25 per hour for a 40-hour week. He estimates his fringe
benefits to be 29% of his yearly wages. His yearly job expenses are estimated to be: dues, $375;
uniforms, $580; commuting costs, $934.
a. What is Duane’s total annual pay? $23,400
b. What is the amount of Duane’s fringe benefits per year? $6,786
c. What are Duane’s total yearly job benefits? $30,186
d. What are Duane’s total yearly job expenses? $1,889
e. What are Duane’s net yearly job benefits? $28,297
5. Louella Hatton has a job which pays $1,986 a month. She estimates that her fringe benefits are
32% of her annual wages. She also estimates that her yearly job expenses are: special tools,
$497; dues, $720; commuting costs, $602; uniforms, $530.
a. What is Louella’s total annual pay? $23,832
b. What is the amount of her annual fringe benefits? $7,626.24
c. What are Louella’s total annual job benefits? $31,458.24
d. What are Louella’s total annual job expenses? $2,349
e. What are Louella’s net annual job benefits? $29,109.24
6. Doug Johnson’s paycheck stub is shown below. Doug believes the net pay is incorrect. Doug
is married and claims 2 withholding allowances and his state tax rate is 3.1%. He has personal
exemptions of $45.12. He makes 1 ½ times his regular hourly rate for all hours in excess of 40
each week. Calculate his gross pay, all withholdings and his net pay to determine if it is correct.
If not correct, draw a line through the incorrect amount and write the correct amount above it.
Write a paragraph addressing the mistakes made in the computation of his check stub.
Gross Pay Tax Withholdings Personal Withholdings Net Pay
Rate: $16.50/ hr Soc Sec $47.83 Union Dues $33.45
Hrs: 44.5 Medicare $11.18 Gym Mem. $12.00
Fed Tax $69.00 A.Savings $10.00
State Tax $22.51 401(k)contr. $18.36
$771.38
Total $150.52 Total $73.81
$547.05
Gross pay didn’t include the over time rate. Soc Sec, Medicare, & Fed Tax were calculated
using the wrong(given) gross pay. The state tax was calculated using the given gross pay and
not subtracting the personal exemption.

54.
Unit 2, Activity 2, Specific Assessment, Essay Rubric
Blackline Masters, Financial Math Page 52
Louisiana Comprehensive Curriculum, Revised 2008
Name: ________________________
Date Submitted: ____________
Criteria
1 2 3 4 Points
Organization
Sequence of
information is
difficult to follow.
Reader has
difficulty
following work
because student
jumps around.
Student
presents
information in
logical
sequence which
reader can
follow.
Information in
logical,
interesting
sequence which
reader can
follow.
____
Mathematical
Knowledge
(Points in this
section should be
worth 4 times
those of the other
grading criteria)
Student does not
have grasp of
mathematical
content; no
supporting data.
Student has
basic
understanding of
content;
supporting data
is inconclusive
or incomplete.
Student has
grasp of
mathematical
content, but
supporting data
is lacking
detail.
Student
demonstrates
full knowledge
of content;
supporting data
complete and
accurate.
____
Grammar
and Spelling
Work has four or
more spelling
errors and/or
grammatical errors.
Presentation has
three
misspellings
and/or
grammatical
errors.
Presentation
has no more
than two
misspellings
and/or
grammatical
errors.
Presentation
has no
misspellings or
grammatical
errors.
____
Neatness Work is Illegible.
Work has three
or four areas that
are sloppy.
Work has one
or two areas
that are sloppy.
Work is neatly
done.
____
References
Work displays no
references.
Work does not
have the
appropriate
number of
required
references.
Reference
section was
completed
incorrectly
Work displays
the correct
number of
references,
written
correctly.
____
Total----> ____
Teacher Comments:
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55.
Unit 2, Activity 2, Specific Assessment, Essay Rubric
Blackline Masters, Financial Math Page 53
Louisiana Comprehensive Curriculum, Revised 2008
This rubric may be used to assess the Power Point slides for this activity. Share the rubric
with students at the time the assignment is made.
A - Exemplary: 45-50 points
B - Proficient: 40-44 points
Partially Proficient or Incomplete: Needs to be resubmitted - less than 39 points
PowerPoint Rubric
ACTIVITY Exemplary Proficient
Partially
Proficient
Incomplete POINTS
Research and
Note Taking
6 points
Notecards indicate group
members accurately
researched varied
information sources,
recorded and interpreted
statements, graphics and
questions and evaluated
alternative points of
view.
4 points
Notecards show
group members
recorded relevant
information from
multiple sources of
information,
evaluated and
synthesized
relevant
information.
2 points
Notecards show
group members
misinterpreted
statements, graphics
and questions and
failed to identify
relevant arguments.
0 points
Notecards show
group members
recorded
information from
four or less
resources, and
ignored alternative
points of view.
Preproduction
Plan -
Storyboard
6 points
The storyboard illustrates
the slide presentation
structure including: title
of slide, text, background
color, placement & size
of graphic, fonts - color,
size, type for text and
headings, hyperlinks (list
URLs of any site linked
from the slide), narration
text, and audio files (if
any). All slides are
numbered, and there is a
logical sequence to the
presentation.
4 points
The storyboard
includes titles and
text for each slide
and are in
sequential order.
2 points
The storyboard is not
in a logical sequence
and has incomplete
information.
0 points
The storyboard
does not provide an
overview of the
presentation or is
not present.
Introduction
(title slide)
3 points
The introduction presents
the overall topic and
draws the audience into
the presentation with
compelling questions or
by relating to the
audience's interests or
2 points
The introduction is
clear and coherent
and relates to the
topic.
1 point
The introduction
shows some structure
but does not create a
strong sense of what
is to follow. May be
overly detailed or
incomplete and is
0 points
The introduction
does not orient the
audience to what
will follow.
The sequencing is

56.
Unit 2, Activity 2, Specific Assessment, Essay Rubric
Blackline Masters, Financial Math Page 54
Louisiana Comprehensive Curriculum, Revised 2008
goals. somewhat appealing
to the audience.
unclear and does
not appear
interesting or
relevant to the
audience.
Content
(4 slides min,
main body)
8 points
The content is written
clearly and concisely
with a logical progression
of ideas and supporting
information.
The project includes
motivating questions and
advanced organizers that
provide the audience with
sense of the project’s
main idea.
Information is accurate,
current and comes mainly
from * primary sources.
6 points
The content is
written with a
logical progression
of ideas and
supporting
information.
Includes
persuasive
information from
*primary sources.
4 points
The content is vague
in conveying a point
of view and does not
create a strong sense
of purpose.
Includes some
persuasive
information with few
facts.
Some of the
information may not
seem to fit.
*Primary source use
is not always clear.
0 points
The content lacks a
clear point of view
and logical
sequence of
information.
Includes little
persuasive
information and
only one or two
facts about the
topic.
Information is
incomplete, out of
date and/or
incorrect.
Sequencing of ideas
is unclear.
Text Elements
3 points
The fonts are easy-to-
read and point size varies
appropriately for
headings and text.
Use of italics, bold, and
indentations enhances
readability.
Text is appropriate in
length for the target
audience and to the point.
The background and
colors enhance the
readability of text.
2 points
Sometimes the
fonts are easy-to-
read, but in a few
places the use of
fonts, italics, bold,
long paragraphs,
color or busy
background
detracts and does
not enhance
readability.
1 point
Overall readability is
difficult with lengthy
paragraphs, too many
different fonts, dark
or busy background,
overuse of bold or
lack of appropriate
indentations of text.
0 points
The text is
extremely difficult
to read with long
blocks of text and
small point size of
fonts, inappropriate
contrasting colors,
poor use of
headings,
subheadings,
indentations, or
bold formatting.
Layout
3 points
The layout is
aesthetically pleasing and
contributes to the overall
message with appropriate
2 points
The layout uses
horizontal and
vertical white
space
1 point
The layout shows
some structure, but
appears cluttered and
busy or distracting
0 points
The layout is
cluttered, confusing,
and does not use
spacing, headings

57.
Unit 2, Activity 2, Specific Assessment, Essay Rubric
Blackline Masters, Financial Math Page 55
Louisiana Comprehensive Curriculum, Revised 2008
use of headings and
subheadings and white
space.
appropriately. with large gaps of
white space or uses a
distracting
background.
and subheadings to
enhance the
readability.
Citations
6 points
Sources of information
are properly cited so that
the audience can
determine the credibility
and authority of the
information presented.
4 points
Most sources of
information are
documented to
make it possible to
check on the
accuracy of
information.
2 points
Sometimes copyright
guidelines are
followed and some
information, photos
and graphics do not
contain credible
citations.
0 points
No way to check
validity of
information.
Graphics,
Sound and/or
Animation
3 points
The graphics, sound
and/or animation assist in
presenting an overall
theme and make visual
connections that enhance
understanding of concept,
ideas and relationships.
Original images are
created using proper size
and resolution, and all
images enhance the
content.
There is a consistent
visual theme.
2 points
The graphics,
sound/and or
animation visually
depict material and
assist the audience
in understanding
the flow of
information or
content.
Original images
are used.
Images are proper
size, resolution.
1 point
Some of the
graphics, sounds,
and/or animations
seem unrelated to
the topic/theme
and do not
enhance the
overall concepts.
Most images are
clipart or recycled
from the WWW.
Images are too
large/small in
size.
Images are poorly
cropped or the
color/resolution is
fuzzy.
0 points
The graphics,
sounds, and/or
animations are
unrelated to the
content.
Graphics do not
enhance
understanding of
the content, or
are distracting
decorations that
create a busy
feeling and
detract from the
content.
Writing
Mechanics
6 points
The text is written
with no errors in
grammar,
capitalization,
punctuation, and
spelling.
4 points
The text is clearly
written with little
or no editing
required for
grammar,
punctuation, and
spelling.
2 points
Spelling, punctuation,
and grammar errors
distract or impair
readability.
(3 or more errors)
0 points
Errors in spelling,
capitalization,
punctuation, usage
and grammar
repeatedly distract
the reader and
major editing and

58.
Unit 2, Activity 2, Specific Assessment, Essay Rubric
Blackline Masters, Financial Math Page 56
Louisiana Comprehensive Curriculum, Revised 2008
revision is required.
(more than 5 errors)
Teamwork
6 points
The group documents
how members
brainstormed, discussed,
assumed roles and solved
problems.
Provides evidence that
group members helped
one another, shared ideas,
developed and evaluated
their finished product(s).
The project is clearly a
group effort.
4 points
The group
documents how
members divided
tasks, shared the
workload and
managed problems
in a way that
advanced the
group goal.
2 points
The group
occasionally helped
one another but
required teacher
assistance to resolve
differences.
One person
documents that he/she
did most of the work
and/or problems were
not managed in a way
that advanced the
group goal.
0 points
The group required
teacher assistance
with dividing tasks
and resolving
differences.
Few people
contributed their
fair share of work.
TOTAL POINTS /50
* Primary sources can include original letters and diaries, personal observations,
interviews, first-hand accounts, newspaper articles, magazine articles, journal articles,
Web pages, audio recordings, video productions and photography.

60.
Unit 3, Activity 1, Checking Account Application Form
Blackline Masters, Financial Math Page 58
Louisiana Comprehensive Curriculum, Revised 2008
Date___________
Joint Account Owner Signature _______________________________________
Date___________
Certification of Taxpayer Identification Number: Under penalties of perjury, I certify that (1)
the number shown on this form is my correct taxpayer identification number and (2) (a) I am not
subject to backup withholding for the reason checked below, or (b) I have not been notified by the
Internal Revenue Service (IRS) that I am subject to backup withholding as a result of a failure to
report all interest or dividends, or (c) the IRS has notified me that I am no longer subject to
backup withholding, and (3) I am a U.S. person (including a U.S. resident alien). You must cross
out item 2 above if you have been notified by the IRS that you are currently subject to backup
withholding because you have failed to report all interest and dividends on your tax return.
Primary Account Owner__________________________________________Date___________
I am exempt from backup withholding because I am an:
___ Exempt Payee (Form W-9 will be sent to you.) ___ Non-Resident Alien (Form W-8 will be
sent to you.)
Bottom of Form
PERSONAL IDENTIFICATION NUMBER (PIN) (For electronic access to your Checking
Account)
Please memorize your Personal Identification Number. This number will not be kept on record.
______ _____ _____ _____
Check Order Information
(Please print the name and address information you would like to appear on your checks)
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
BANK USE ONLY
Account #1:_______________________Account # 2:____________________________
Account #3:_______________________Account # 4:____________________________
ID#: ____________________ Exp.: _____ ID#: ___________________ Exp.: ______
Date Opened: _________ Social Security Issue Year: _______ State of Issue: ________

67.
Unit 3, Activity 2, The Story of Banks with Answers
Blackline Masters, Financial Math Page 65
Louisiana Comprehensive Curriculum, Revised 2008
1. Why do we need banks?
Safety and Convenience
2. Define & name types of “depository institutions.”
Banks Savings and Loans Mutual Savings Banks
Credit Unions
3. What is an overdraft?
Write a check for money that’s not in your account.
4. What’s the Federal Reserve?
The country’s Central Bank.
5. Explain how money gets “created” by banks and savings and loans.
The reserve requirement allows banks to loan a percentage of their deposits as loans,
thereby “creating money.”
6. What’s compound interest?
Interest earned both on the original amount you deposit and on any interest you’ve
already earned.
7. Why did F.E.D. foods need a marketing plan when they applied for a loan?
The bank would like to see that the money was going to good use.
8. Name and explain the 5 C’s.
Capacity – can you repay the loan
Character – clean credit history
Collateral – material used to guarantee the loan
Capital – personal money invested in the business
Conditions – economic factors that might affect your business
9. Why are short-term loans less risky to banks than long-term loans?
Because economic conditions may change more in the long term than the short term.
10. How does the Federal Reserve’s actions influence the money supply?
They set interest rates.

68.
Unit 3, Activity 3, Register
Blackline Masters, Financial Math Page 66
Louisiana Comprehensive Curriculum, Revised 2008
Name:
1. Giselle Dostal’s check register had a balance of $618.07 on February 16. She wrote these
checks on February 18: #1182 to Edwin’s Towing for $45; #1183 to Farwell Clothiers for
$129.16. She deposited her paycheck of $515.35 on February 19. Record these items in Giselle’s
check register and compute the running balance.
Check
No.
Date Checks issued to or
description of deposit
Amount of
check √ Amount of
deposit
Balance
2. The check register of DeWitt Hammond showed a balance of $496.42 on July 11. He
deposited a payroll check of $318.91 on July 12. On July 13 these checks were written: #121 for
$525 to Harwell Apartments; #122 for $98.08 to Newman Credit; and #123 for $75 to United
Way. Record these transactions and compute the running balance.
Check
No.
Date Checks issued to or
description of deposit
Amount of
check √ Amount of
deposit
Balance
3. Celia Stavros’ check register showed a balance of $1,914.56 on April 12. On April 13, Check
#516 for $282.87 was made payable to the U.S. Treasury. An internet transfer (deposit) of
$678.42 was made on April 15. These checks were written on April 18: #517 to Foster Markets,
$96.24; #518 to Glasko Auto, $314.48; #519 to Body Tone Health Club, $95. Record these
transactions and compute the running balance.
Check
No.
Date Checks issued to or
description of deposit
Amount of
check √ Amount of
deposit
Balance

71.
Unit 3, Activity 2, Reconciling a Checking Account Notes with Answers
Blackline Masters, Financial Math Page 69
Louisiana Comprehensive Curriculum, Revised 2008
Reconciling a Checking Account Notes
Notes:
Documents Needed: 1. Check Register
2. Bank Statement
Materials Needed:
1. Highlighter
2. Pencil
3. Calculator
Step 1: Find
common items
Compare the check register to the bank statement to find
transactions common to both. Place a check mark in your check
register, in the appropriate column, and highlight on your bank
statement those common transactions as you find them.
Step 2: Review
check register
Any un-checked transactions in your check register are
outstanding transactions; items that haven’t cleared the bank. You
will need to add those to your reconciliation worksheet. Write the
withdrawal transactions in the “Outstanding Checks” space on
your reconciliation worksheet. Write the deposits in the
“Outstanding Deposits” space on your reconciliation worksheet.
Step 3: Review
bank statement
Any un-highlighted transactions on your bank statement are either
items you forgot to record, or automatic transactions like service
charge or a previously set-up electronic funds transfer. Record all
these un-highlighted transactions in your check register except
service charge and/or interest earned, they will be added later.
Step 4:
Reconciliation
Worksheet
Begin on the left side; this is where your check register numbers
get recorded. Follow the directions on the worksheet. Move to the
right side; this is where your bank statement numbers get
recorded. Remember you have already written in the outstanding
checks and deposits on this side. Follow the directions on the
worksheet.
Step 5: Final
Review
The “New Balance” and “Adjusted Balance” on the
reconciliation worksheet should be the same. Now record any
service charge and/or interest earned in your check register. Your
final check register balance is your correct balance as of the date
of the bank statement.
Step 6: Finish-Up
In your check register, draw a line across the entire register after
the last transaction recorded. Below that line write, “Correct as of
(date on your bank statement), and draw another line under this
entry. This will allow you to know, for future reconciliation
problems, that your check register was accurate as of this date.
You are done.

73.
Unit 3, Activity 3, Practice One
Blackline Masters, Financial Math Page 71
Louisiana Comprehensive Curriculum, Revised 2008
3. Sheldon Jennings’ check register balance on July 31 was $525.58. His bank statement balance
on July 31 was $610.91. When he compared his check register with his bank statement, the
statement showed a service charge of $12.75 and interest earned of $1.01. His check register
showed three outstanding checks: #675 for $89.32, #676 for $21.18, and #679 for $200.57. Also,
a deposit of $214 was made too late to appear on the statement. Reconcile Sheldon’s bank
statement and check register.
Reconciliation Worksheet
Check Register Balance $ Statement Balance $
Outstanding Checks -
(list separately)
Interest +
Outstanding Deposits +
(list separately)
Service Charge -
New Balance $ Adjusted Balance $
Check
No.
Date Checks issued to or
description of deposit
Amount of
check √ Amount of
deposit
Balance
4. On December 31, Hertha Bauer’s check register balance was $265.86 and her bank statement
balance was $599.42. The total amount of deposits on the statement was $456.12 and the total
amount of checks was $500.23. The statement also showed a service charge of $2.45, $17.75
charge for printed checks, and a deposit of $235.67 that had not been recorded in the check
register. There was one outstanding check for $118.09. Reconcile her check register.
Check
No.
Date Checks issued to or
description of deposit
Amount of
check √ Amount of
deposit
Balance

75.
Unit 3, Activity 3, Practice One with Answers
Blackline Masters, Financial Math Page 73
Louisiana Comprehensive Curriculum, Revised 2008
3. Sheldon Jennings’ check register balance on July 31 was $525.58. His bank statement balance
on July 31 was $610.91. When he compared his check register with his bank statement, the
statement showed a service charge of $12.75 and interest earned of $1.01. His check register
showed three outstanding checks: #675 for $89.32, #676 for $21.18, and #679 for $200.57. Also,
a deposit of $214 was made too late to appear on the statement. Reconcile Sheldon’s bank
statement and check register.
Reconciliation Worksheet
Check Register Balance $525.58 Statement Balance $610.91
Outstanding Checks -311.07
(list separately)
675-89.32
Interest +1.01 676-21.18
679-200.57
Outstanding Deposits +214.00
(list separately)
Service Charge -12.75
New Balance $513.84 Adjusted Balance $513.84
Check
No.
Date Checks issued to or
description of deposit
Amount of
check √ Amount of
deposit
Balance
7/31 Previous balance 525.58
7/31 Service charge 12.75 512.83
7/31 Interest earned 1.01 513.84
4. On December 31, Hertha Bauer’s check register balance was $265.86 and her bank statement
balance was $599.42. The total amount of deposits on the statement was $456.12 and the total
amount of checks was $500.23. The statement also showed a service charge of $2.45, $17.75
charge for printed checks, and a deposit of $235.67 that had not been recorded in the check
register. There was one outstanding check for $118.09. Reconcile her check register.
Check
No.
Date Checks issued to or
description of deposit
Amount of
check √ Amount of
deposit
Balance
12/31 Previous balance 265.86
12/31 Service charge 2.45 263.41
12/31 Check printing 17.75 245.66
Dep 12/31 Deposit 235.67 481.33

76.
Unit 3, Activity 3, Practice Two
Blackline Masters, Financial Math Page 74
Louisiana Comprehensive Curriculum, Revised 2008
Name:
1. On July 31, Ilene Darin’s bank statement showed a balance of $1,001.79. Her check register’s
balance was $718.29. While comparing the bank statement to the check register, Ilene found a
service charge of $13.65, that check 367 for $76.09 had been recorded in the check register as
$67.09, a deposit of $194.35 made on July 10 had not been recorded in the check register, and
check 371 for $47.36 had been recorded twice in the check register. An electronic funds
transfer(EFT) loan payment for $159.10 also was not recorded in the check register. A deposit of
$350 was recorded in the check register but was made too late to appear on the bank statement.
Outstanding checks were 363 for $157.73 and 374 for $415.81. Reconcile Ilene’s bank statement
and check register.
Reconciliation Worksheet
Check Register Balance $ Statement Balance $
Outstanding Checks -
(list separately)
Interest +
Outstanding Deposits +
(list separately)
Service Charge -
New Balance $ Adjusted Balance $
Check
No.
Date Checks issued to or
description of deposit
Amount of
check √ Amount of
deposit
Balance

77.
Unit 3, Activity 3, Practice Two
Blackline Masters, Financial Math Page 75
Louisiana Comprehensive Curriculum, Revised 2008
2. On February 28, Woodrow Fraser’s check register balance was $424.09 and his bank
statement balance was $343.15. Comparing the register with the bank statement, he found a
service charge for $13.50 and interest earned of $0.92 listed on the statement. He also found that
he had failed to record check 986 to Schiller Furniture for $135.65, an ATM withdrawal for $70,
and an ATM user fee of $1.50 in his check register. Also, check 985 for $86.32 was recorded in
the register as $86.23. Outstanding checks were 988 for $18.15 and 989 for $268.73. A deposit
mailed on February 26 for $148 was not listed on the bank statement. Reconcile Woodrow’s
bank statement and check register.
Reconciliation Worksheet
Check Register Balance $ Statement Balance $
Outstanding Checks -
(list separately)
Interest +
Outstanding Deposits +
(list separately)
Service Charge -
New Balance $ Adjusted Balance $
Check
No.
Date Checks issued to or
description of deposit
Amount of
check √ Amount of
deposit
Balance

78.
Unit 3, Activity 3, Practice Two with Answers
Blackline Masters, Financial Math Page 76
Louisiana Comprehensive Curriculum, Revised 2008
1. On July 31, Ilene Darin’s bank statement showed a balance of $1,001.79. Her check register’s
balance was $718.29. While comparing the bank statement to the check register, Ilene found a
service charge of $13.65, that check 367 for $76.09 had been recorded in the check register as
$67.09, a deposit of $194.35 made on July 10 had not been recorded in the check register, and
check 371 for $47.36 had been recorded twice in the check register. An electronic funds
transfer(EFT) loan payment for $159.10 also was not recorded in the check register. A deposit of
$350 was recorded in the check register but was made too late to appear on the bank statement.
Outstanding checks were 363 for $157.73 and 374 for $415.81. Reconcile Ilene’s bank statement
and check register.
Reconciliation Worksheet
Check Register Balance $791.90 Statement Balance $1,001.79
Outstanding Checks -573.54
(list separately)
363-157.73
Interest +0 374-415.81
Outstanding Deposits +350.00
(list separately)
Service Charge -13.65 350.00
New Balance $778.25 Adjusted Balance $778.25
Check
No.
Date Checks issued to or
description of deposit
Amount of
check √ Amount of
deposit
Balance
7/31 Previous balance 718.29
367 7/31 Fix-wrong amount 67.09 785.38
367 7/31 Fix-correct amount 76.09 709.29
Dep 7/31 7/10-deposit 194.35 903.64
371 7/31 Fix-recorded twice 47.36 951.00
EFT 7/31 Loan payment 159.10 791.90
7/31 Service charge 13.65 778.25
Note: This amount is entered into the reconciliation worksheet above.
The student must add the forgotten transactions and correct the mistakes
before they complete the reconciliation worksheet.

88.
Unit 3, Activity 6, Electronic Banking
Blackline Masters, Financial Math Page 86
Louisiana Comprehensive Curriculum, Revised 2008
Name:
1. On March 11, Hattie St. Aubin used an ATM to deposit a check for $613.15 and to withdraw
$125 in cash for shopping. Her starting balance on that date was $211.76. Record these
transactions and compute the running balance.
Check
No.
Date Checks issued to or
description of deposit
Amount of
check √ Amount of
deposit
Balance
2. Stephen Awrey used a debit card to pay for the following three purchases: May 23, groceries,
$91.34; May 24, auto parts, $18.50; May 24, scanner, $196.18. Stephen’s check register balance
on May 22 was $432.78. Record these transactions and compute the running balance.
Check
No.
Date Checks issued to or
description of deposit
Amount of
check √ Amount of
deposit
Balance
3. On March 15 Russell Hobart noticed his tax refund check for $127.56 had been direct
deposited over the weekend. On that same day he withdrew $80 cash from an ATM. He used his
debit card to make these purchases: March 16, books, $38.24; March 18, set of dishes, $148.09;
March 21, concert tickets, $76.50. His starting bank balance was $891.58 on March 14. Record
these transactions and compute the running balance.
Check
No.
Date Checks issued to or
description of deposit
Amount of
check √ Amount of
deposit
Balance

89.
Unit 3, Activity 6, Electronic Banking
Blackline Masters, Financial Math Page 87
Louisiana Comprehensive Curriculum, Revised 2008
4. On September 12, Rosaria Shearer went by the ATM on her way to work. She deposited a
check for $136 and withdrew $140 in cash. Throughout the week she made these purchases with
her debit card: September 12, kitchen table and chairs, $643.24; September 14, unfinished
bookcase, $98.45; September 15, greeting cards, $12.50. Her balance on September 11 was
$1,011.86. Record these transactions and compute the running balance.
Check
No.
Date Checks issued to or
description of deposit
Amount of
check √ Amount of
deposit
Balance
5. Gunther Flieghe had a bank balance of $782.23 on Monday, August 10. On Tuesday, he made
debit purchases for $128.39, $29.32, and $78.92. On Wednesday, he used another bank’s ATM
to withdraw $100 cash. The bank charged a $2.50 fee for this transaction. A direct deposit of
Gunther’s paycheck for $611.45 was made at noon on Friday. On Friday evening Gunther used
his debit card to pay a restaurant bill of $32.43. Record these transactions and compute the
running balance.
Check
No.
Date Checks issued to or
description of deposit
Amount of
check √ Amount of
deposit
Balance

92.
Unit 3, Activity 7, Financial Plan Outline
Blackline Masters, Financial Math Page 90
Louisiana Comprehensive Curriculum, Revised 2008
This is an internet activity in which you will research financial planning and create an
outline of the information contained in a personal financial plan.
The following internet address may be helpful:
http://www.usaaedfoundation.com/financial/bi01.asp
Prepare a financial plan the outline below. You should include information on each of the
components of the outline and integrate your previously prepared goals into this
document.
The outline should contain these five components:
1. Set goals.
2. Prepare a net worth statement.
3. Gather past income and expense records.
4. Analyze current income, expense and savings practices
5. Evaluate current practices versus future goals
FYI:
A financial plan is a living document that changes
as we move through our working lifecycle.
A financial plan is a life-long decision-making
process.

93.
Unit 3, Activity 8, Responsibility
Blackline Masters, Financial Math Page 91
Louisiana Comprehensive Curriculum, Revised 2008
Task:
1. This is a group activity, arrange into groups of three or four
2. Discuss the tenants of personal financial responsibility.
3. Complete the chart below.
4. You may use the Internet to aid in your understanding of the tenants of personal
financial responsibility.
5. The first row is filled-in as an example.
Tenants of Personal Financial Responsibility
Property/Audience Pros Cons
Financial security One can have all the things
within his/her financial
means
Requires discipline

94.
Unit 3, Activity 9, The Story of Checks and Electronic Payments
Blackline Masters, Financial Math Page 92
Louisiana Comprehensive Curriculum, Revised 2008
Task:
1. Read The Story of Checks and Electronic Payments
2. Answer the following open-ended questions:
Why do people use checks?
How do you write a check?
How do you manage a checking account?
What is the role of the Federal Reserve in processing checks?
How do electronic funds transfers make it easier to make payments?
You may include references from within the comic book for your answers as well as
references from any prior knowledge you have gained in this unit.
Answers to each question should be in paragraph form.

98.
Unit 3, Activity 8, Specific Assessment, Financial Responsibility Rubric
Blackline Masters, Financial Math Page 96
Louisiana Comprehensive Curriculum, Revised 2008
Beginning
1
Developing
2
Accomplished
3
Exemplary
4
Score
Deposit Sips
Poor
handwriting,
not totaled,
“Less Cash”
not subtracted
from deposit
Not totaled
correctly, “Less
Cash” not
subtracted from
deposit
Totaled correctly
except “Less Cash”
Totaled correctly
Multiply
score
times 5 for
final
score.
Checks
Poor
handwriting,
numerals don’t
match written
numbers, not
signed, no info
on “For” line
Not signed, no
info on “For” line
Correctly written,
difficult to read.
Correctly
written,
readable.
Multiply
score
times 10
for final
score.
Check Register
Transactions
not in correct
column, poorly
written, many
missing
transactions
Transactions not
in correct column,
poorly written,
some missing
transactions
Transactions in correct
column, some missing
transactions
Transactions in
correct column,
no missing
transactions.
Multiply
score
times 10
for final
score.
Record Keeping
Student did not
do the
reconciliation.
Student missing
many of the
checks and deposit
slips to complete
the reconciliation.
Student missing some
of the checks and
deposit slips to
complete the
reconciliation
Student had all
the checks and
deposit slips to
complete the
reconciliation.
Multiply
score
times 10
for final
score.
Reconciliation
Student cannot
reconcile a
checking
account.
Student doesn’t
understand major
steps in process.
Student makes minor
mistakes in arithmetic
or procedure.
Students
successfully
reconciled the
checking
account.
Multiply
score
times 20
for final
score.
Final Score:

99.
Unit 3, Activity 8, Specific Assessment, Financial Responsibility Rubric
Blackline Masters, Financial Math Page 97
Louisiana Comprehensive Curriculum, Revised 2008
Personal Financial Responsibility
Name: _____________________ Teacher:
Date: ______________________ ______________
Skills Criteria Points
1 2 3 4
Helping: The teacher
observed the students offering
assistance to each other.
None of
the Time
Some of
the Time
Most of the
Time
All of the
Time
____
Listening: The teacher
observed students working from
each other's ideas.
None of
the Time
Some of
the Time
Most of the
Time
All of the
Time
____
Participating: The teacher
observed each student
contributing to the project.
None of
the Time
Some of
the Time
Most of the
Time
All of the
Time
____
Persuading: The teacher
observed the students
exchanging, defending, and
rethinking ideas.
None of
the Time
Some of
the Time
Most of the
Time
All of the
Time
____
Questioning: The teacher
observed the students
interacting, discussing, and
posing questions to all members
of the team.
None of
the Time
Some of
the Time
Most of the
Time
All of the
Time
____
Respecting: The teacher
observed the students
encouraging and supporting the
ideas and efforts of others.
None of
the Time
Some of
the Time
Most of the
Time
All of the
Time
____
Sharing: The teacher
observed the students offering
ideas and reporting their
findings to each other.
None of
the Time
Some of
the Time
Most of the
Time
All of the
Time
____
Total Points ____
Teacher Comments:
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101.
Unit 4, Activity 3, A Penny Saved
Blackline Masters, Financial Math Page 99
Louisiana Comprehensive Curriculum, Revised 2008
A Penny Saved
Task: Read A Penny Saved and answer the following questions on your own paper:
1. Why do we save?
2. What is the opportunity cost of saving?
3. What is compound interest?
4. Explain why compound interest is an advantage.
5. Explain the Rule of 72.
6. Define liquidity.
7. Why are interest rates higher on longer-term deposits?
8. How should you protect the value of your savings?
9. Why do banks pay interest?
10. What are “reserve requirements?”
11. What are the reasons we put our savings in banks?
12. What are Savings Bonds and what are their advantages?
13. How can you earn a return from stocks? (2 ways)
14. Describe the advantages and disadvantages of mutual funds.
15. What are the disadvantages of investing in real estate and art?
16. Why is individual savings important to the national economy?
17. What are the perils of a low national savings rate?
18. What explanation do economists offer for the nations low savings rate?

102.
Unit 4, Activity 4, Simple Interest
Blackline Masters, Financial Math Page 100
Louisiana Comprehensive Curriculum, Revised 2008
When you deposit money in a savings account, you are permitting the bank to use the money.
The amount you earn for permitting the bank to use your money is called interest. The principal
is the amount of money earning interest. The annual interest rate is the percent of the principal
that you earn as interest based on one year.
1. Alice Tsongas deposited $600 in a new savings account at Bradinton Savings
and Loan Association. No other deposits or withdrawals were made. After 3
months the interest was computed at an annual interest rate of 1½ %. How much
simple interest did Alice’s money earn?
2. Henry Bonnacio deposited $1,000 in a new savings account at First National
Bank. He made no other deposits or withdrawals. After 6 months the interest was
computed at an annual rate of 2½ %. How much simple interest did Henry’s
money earn?
3. On June 1, Elena Moore deposited $610 in a savings account at Metro Savings
and Loan Association. At the end of November her interest was computed at an
annual interest rate of 1.25%. How much simple interest did Elena’s money earn?
4. Wu Chen deposited $819.41 in a savings account at Suburban Trust on May 1.
At the end of July his interest was computed at an annual rate of 2%. How much
did Wu have in his savings account after interest was paid?
5. On April 1, Peter Weber deposited a refund check for $368.94 in a savings
account at Northern Savings Trust. At the end of December the interest was
computed at an annual rate of 1¾ %. How much was in Mr. Weber’s savings
account after interest was calculated?
6. On March 31, you opened a savings account at Main Street Savings Bank with
a deposit of $817.25. At the end of October the interest was computed at an
annual rate of 0.65% and added to the balance in your account.
a. How much simple interest did your money earn?
b. What was your new balance?
7. On February 1, the balance in your account was $516.81. On July 1, you
deposit $310.90. Your bank pays 1.25% interest.
a. How much interest have you earned on July 1?
b. What is your balance, including your deposit, on July 1?
c. How much interest have you earned on November 1?
d. What is your balance on November 1?
8. On July 1 of last year, your balance was $229.46. On September 1, you
deposited $200. On February 1 of this year, you deposited $312.50. Your bank
pays 1¼ % interest. What is the balance in your account on July 1 of this year?
1.
2.
3.
4.
5.
6.a.
b.
7.a.
b.
c.
d.
8

103.
Unit 4, Activity 4, Simple Interest with Answers
Blackline Masters, Financial Math Page 101
Louisiana Comprehensive Curriculum, Revised 2008
1. Alice Tsongas deposited $600 in a new savings account at Bradinton Savings
and Loan Association. No other deposits or withdrawals were made. After 3
months the interest was computed at an annual interest rate of 1½ %. How much
simple interest did Alice’s money earn?
2. Henry Bonnacio deposited $1,000 in a new savings account at First National
Bank. He made no other deposits or withdrawals. After 6 months the interest was
computed at an annual rate of 2½ %. How much simple interest did Henry’s
money earn?
3. On June 1, Elena Moore deposited $610 in a savings account at Metro Savings
and Loan Association. At the end of November her interest was computed at an
annual interest rate of 1.25%. How much simple interest did Elena’s money earn?
4. Wu Chen deposited $819.41 in a savings account at Suburban Trust on May 1.
At the end of July his interest was computed at an annual rate of 2%. How much
did Wu have in his savings account after interest was paid?
5. On April 1, Peter Weber deposited a refund check for $368.94 in a savings
account at Northern Savings Trust. At the end of December the interest was
computed at an annual rate of 1¾ %. How much was in Mr. Weber’s savings
account after interest was calculated?
6. On March 31, you opened a savings account at Main Street Savings Bank with
a deposit of $817.25. At the end of October the interest was computed at an
annual rate of 0.65% and added to the balance in your account.
a. How much simple interest did your money earn?
b. What was your new balance?
7. On February 1, the balance in your account was $516.81. On July 1, you
deposit $310.90. Your bank pays 1.25% interest.
a. How much interest have you earned on July 1?
b. What is your balance, including your deposit, on July 1?
c. How much interest have you earned on November 1?
d. What is your balance on November 1?
8. On July 1 of last year, your balance was $229.46. On September 1, you
deposited $200. On February 1 of this year, you deposited $312.50. Your bank
pays 1¼ % interest. What is the balance in your account on July 1 of this year?
1.
$2.25
2.
$12.50
3.
$3.82
4.
$823.51
5.
$373.78
6.a.
$3.10
b.
$820.35
7.a.
$2.69
b.
$830.40
c. $3.46
d.
$833.86
8.
$748.56

106.
Unit 4, Activity 7, Banking Literacy Teaching Plan
Blackline Masters, Financial Math Page 104
Louisiana Comprehensive Curriculum, Revised 2008
Teaching Plan: Activity #3 Banking
Focus question:
How necessary is it for most people to use the services of a bank?
Introduction:
From the “Getting Started” page, ask the class to access p.2,
“Introduction.” Select two students to act as Diane and Joe in the short
scene. Subsequently, have students explain their answers to the following
questions:
• Why do people, such as Diane, believe that using the services of a
bank is unnecessary?
• How would you respond to what Diane said?
• Which criticism about banks is the most valid? Do you agree with
Diane that money orders and check cashers are good substitutes
for a checking account?
• If you represented Diane’s neighborhood bank, how would you
respond to Diane’s criticisms?
• What question does the short scene with Diane and Joe raise about
the necessity of using banks? (“How necessary is it for most people
to use the services of a bank?”)
Discussing the activity:
Ask the class to access p. 3, “Objectives.” Have students explain their
answers to the following:
• Based on these objectives, what conclusions do you draw about
what we’ll be learning from this activity?
• Which of these objectives interests you most?
• If we had an expert on banking with us in class today, what
questions would you ask about the topic?
Ask the class to access p. 4, “Projects.” Explain that in this activity they
will be required to complete a project about the topics referred to in the

107.
Unit 4, Activity 7, Banking Literacy Teaching Plan
Blackline Masters, Financial Math Page 105
Louisiana Comprehensive Curriculum, Revised 2008
objectives. After that, they will have a chance to show what they have
learned by creating a set of public service announcements for: 1) radio,
2) television, or 3) newspapers. Have students explain their answers to
the following questions:
• What do you know about the features of a good radio public service
announcement?
• What do you know about the features of a good television public
service announcement?
• What do you know about the features of a good newspaper public
service announcement?
• Discuss with the class your specifications and expectations for the
projects, including deadlines, criteria for grading their public service
announcements, and format for acknowledgements.
Tell students that most of the information for their projects should come
from the tutorials. Divide the class into five groups. Assign each group a
different one of the following pages to read: p.9, “Overview of Banking
Services;” p.10, “Savings Products;” p.11, “Checking Accounts;” p.12,
“The Unbanked;” and p.5, “More Information About Banking.” After
completing their readings, have students explain their answers to the
following:
• Describe what you found on the page(s) you read.
• What did you learn about the topics from your reading?
• What other questions do you have about the project?
Summary:
Ask students to explain their answers about the following question:
• What do you hope to learn by completing this project?

108.
Unit 4, Activity 7, Banking Literacy Tasks
Blackline Masters, Financial Math Page 106
Louisiana Comprehensive Curriculum, Revised 2008
Names:
In groups of 3 to 5, complete the following task:
1. Goto: http://www.ny.frb.org/education/finlitaction.html, choose Activity #3, Banking
2. This is a project based learning activity. In this activity you will read through the 12
pages of this online lesson. Follow all the links provided, investigate where questions are
asked and fully develop your group’s understanding of consumer banking.
3. Create an answer document on a word processor to compile each series of answers for
the questions from the website. Name the document using the first names of each of the
group members with no spaces or comas.
4. As you read through each of the links, answer each set of questions on a page in your
document. You should copy and paste the question from the webpage into your
document and then provide an answer. All questions should be in black font and answers
in blue font.
5. In addition to answering all questions from the web pages, each group will produce two
PUBLIC SERVICE ANNOUNCEMENTS using information gathered during your
investigation.
6. PUBLIC SERVICE ANNOUNCEMENTS required topics:
a. Overview of personal banking services.
i. Create a newspaper advertisement to highlight the services offered by your
bank. Be accurate, be concise, and be creative. Prepare your advertisement
on a blank 8½ by 11 sheet of paper.
b. Don’t be “Unbanked.”
i. Create a radio commercial trying to convince people that choose to not use
a bank to come into your bank for a look around and explanation of
services. Use the voice recorder in windows to record your radio message
of between 55 and 65 seconds.
Turn in your answer document and radio commercial on computer disk or flash drive.

109.
Unit 4, General Assessment, Time Value of Money Scoring Rubric
Blackline Masters, Financial Math Page 107
Louisiana Comprehensive Curriculum, Revised 2008
Time Value of Money Essay
Name: Teacher:
Date Submitted: Title of Work:
Criteria Points
1 2 3 4
Organization
Sequence of
information is difficult
to follow.
Reader has
difficulty following
work because
student jumps
around.
Student presents
information in
logical sequence
which reader can
follow.
Information in
logical, interesting
sequence which
reader can follow.
____
Content
Knowledge
Student does not have
grasp of information;
student cannot answer
questions about subject.
Student is
uncomfortable with
content and is able
to demonstrate basic
concepts.
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required).
____
Grammar and
Spelling
Work has four or more
spelling errors and/or
grammatical errors.
Presentation has
three misspellings
and/or grammatical
errors.
Presentation has
no more than two
misspellings
and/or
grammatical
errors.
Presentation has
no misspellings or
grammatical
errors.
____
Neatness Work is illegible.
Work has three or
four areas that are
sloppy.
Work has one or
two areas that are
sloppy.
Work is neatly
done.
____
References
Work displays no
references.
Work does not have
the appropriate
number of required
references.
Reference section
was completed
incorrectly
Work displays the
correct number of
references, written
correctly.
____
Total----> ____
Comments:
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117.
Unit 4, Activity 9, Specific Assessment, Compound Interest Assessment
Blackline Masters, Financial Math Page 115
Louisiana Comprehensive Curriculum, Revised 2008
Interest that you earn in a savings account during an interest period is added to your account. The
new balance is used to calculate the interest for the next interest period. Compound interest is
interest earned not only on the original principal but also on the interest earned during previous
interest periods.
1. Michael Arthur deposited $2,900 in a new regular savings account that earns
2.5% interest compounded semiannually. He made no other deposits or
withdrawals. What was the amount in the account at the end of 1 year?
2. Teresa Marvin deposited $1,950 in a new credit union savings account on the
first of a quarter. The principal earns 1.25% interest compounded quarterly. She
made no other deposits or withdrawals. What was the amount in her account at
the end of 6 years?
3. Ronda Perrin had $5,050 deposited at City National Bank on June 1. The
money earns interest at a rate of 1 ¼ % compounded quarterly. What is the
amount in the account on March 1 of the following year if no deposits or
withdrawals were made?
4. Delbert Renfer deposited $2,400 in a new savings account on March 1. The
savings account earns 0.75% interest compounded monthly. How much was in
the account on June 1?
5. Jeanne Crawford had $9,675.95 deposited in an account paying 2 ¾ %
compounded semiannually. How much would Jeanne have in her account five
years later?
6. You deposit $2,500 in a special savings account. The account earns interest at
a rate of 0.625% compounded monthly. What amount will be in your account at
the end of 5 months if no deposits or withdrawals are made?
7. You deposit $500 in an account paying 0.975% compounded monthly. Two
months later you deposit another $500 in the account. What amount will be in
your account 6 months from the original investment?
8. Your bank pays 1.925% compounded monthly. You deposit $100 per month.
What amount do you have in your account after 5 months if no withdrawals are
made?
1.
2.
3.
4.
5.
6.
7.
8.

118.
Unit 4, Activity 9, Specific Assessment, Compound Interest Assessment with
Answers
Blackline Masters, Financial Math Page 116
Louisiana Comprehensive Curriculum, Revised 2008
1. Michael Arthur deposited $2,900 in a new regular savings account that earns
2.5% interest compounded semiannually. He made no other deposits or
withdrawals. What was the amount in the account at the end of 1 year?
2. Teresa Marvin deposited $1,950 in a new credit union savings account on the
first of a quarter. The principal earns 1.25% interest compounded quarterly. She
made no other deposits or withdrawals. What was the amount in her account at
the end of 6 years?
3. Ronda Perrin had $5,050 deposited at City National Bank on June 1. The
money earns interest at a rate of 1 ¼ % compounded quarterly. What is the
amount in the account on March 1 of the following year if no deposits or
withdrawals were made?
4. Delbert Renfer deposited $2,400 in a new savings account on March 1. The
savings account earns 0.75% interest compounded monthly. How much was in
the account on June 1?
5. Jeanne Crawford had $9,675.95 deposited in an account paying 2 ¾ %
compounded semiannually. How much would Jeanne have in her account five
years later?
6. You deposit $2,500 in a special savings account. The account earns interest at
a rate of 0.625% compounded monthly. What amount will be in your account at
the end of 5 months if no deposits or withdrawals are made?
7. You deposit $500 in an account paying 0.975% compounded monthly. Two
months later you deposit another $500 in the account. What amount will be in
your account 6 months from the original investment?
8. Your bank pays 1.925% compounded monthly. You deposit $100 per month.
What amount do you have in your account after 5 months if no withdrawals are
made?
1.
$2,972.95
2.
$2,101.63
3.
$5,097.49
4.
$2,404.50
5.
$11,091.81
6.
$2,506.50
7.
$1,004.07
8.
$502.40

122.
Unit 5, Activity 4, Unit Price Comparison
Blackline Masters, Financial Math Page 120
Louisiana Comprehensive Curriculum, Revised 2008
Name___________________
Task:
1. Use the following table to compare prices.
2. Go to a local supermarket and find two different sizes of each item specified,
preferably of the same type of item.
3. Record the brand/description, size and price for each item.
4. Do not complete the unit price and check for best buy columns.
5. Bring the completed form to class tomorrow.
Item Brand/Description Size
(ounces)
Price Unit Price Check
for best
buy
Toothpaste
Dog Food
Tomato
Paste
Bar soap
Bag of Rice
Can corn

125.
Unit 5, Activity 9, Career Update
Blackline Masters, Financial Math Page 123
Louisiana Comprehensive Curriculum, Revised 2008
Task:
1. Get the Career Expectations BLM (Unit 1, Activity 15) out of your financial plan
binder. In this task you will research to update or confirm your previous findings
concerning your chosen career.
2. Update the information, as required, using the website below.
http://www.careereducationadvisor.com/ (look on the lower left, scroll down, to find
career info.)
3. Return the activity sheet to its proper location in your financial plan when
complete.
4. Go to:
http://www.mapping-your-future.org/MHSS/
Complete the “Ten Steps to Planning for Your Future” contained on this website.
Start with the 8th
& 9th
grade years, click on and follow all of the links provided.
Continue until you’ve followed and read each link through the 12th
grade.
Your knowledge of your chosen career and its education requirements, professional
certifications, etc. should be in final form after this activity.
Remember: This activity is for your
benefit, make the most of it.

133.
Unit 5, General Assessments, LRR Rubric
Blackline Masters, Financial Math Page 131
Louisiana Comprehensive Curriculum, Revised 2008
Listening & Reading & Responding
Name: _____________________ Teacher: M. Teacher
Date: ______________________ Title of Work: ______________
Skills Criteria Points
1 2 3 4
Listener
focuses
attention on
speaker.
None of the
Time
Some of the
Time
Most of the
Time
All of the
Time
____
Listener
responds
appropriately to
comedic and/or
dramatic
moments of the
reading.
Demonstrated
by body
language,
laughter, and/or
silence.
None of the
Time
Some of the
Time
Most of the
Time
All of the
Time
____
At the
conclusion of
the reading, the
listener is able
to:
Answer
factual
questions
such as
names of
characters,
settings
within the
story, and the
theme of the
story.
Summarize
the beginning,
middle, and
end of the
story.
Reveal the
sequence of
event,
providing
details on
dialogue, and
motivation of
characters.
Retell the
entire story
with a sense
of value that
relives the
tale for other
listeners.
____
Total Points ____
Teacher Comments:
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134.
Unit 5, General Assessments, Test
Blackline Masters, Financial Math Page 132
Louisiana Comprehensive Curriculum, Revised 2008
Directions: Read the following situation and answer the questions in paragraph form.
Support your answers with mathematical facts. Produce a pie chart for each calculation
method.
The new QuickCo notebook computers are on sale for 20% off, and the sales tax rate is 9
¼ %. Suppose the selling price of a notebook computer could be calculated in either of
the following two ways:
1. Deduct 20% from the regular price and then add 9 ¼ % tax to this amount.
2. Add 9 ¼ % tax to the regular price and then deduct 20% of the total.
Which of the two methods would you choose if you were:
1. The customer?
2. The merchant?
3. The tax collector?

145.
Unit 6, Activity 1, Vocabulary Chart
Blackline Masters, Financial Math Page 143
Louisiana Comprehensive Curriculum, Revised 2008
During the unit on credit, maintain this vocabulary self-awareness chart. Before we begin this unit, rate
your understanding of each word with either a “+” (understand well), a “√” (limited understanding or
unsure), or a “—“ (don’t know). Over the course of this unit, return to this chart and revise any √ or –
marks to + marks as you learn new information. The goal is to replace all the check marks and minus
signs with a plus sign. When a + mark is made for a word, provide an example and a definition in your
own words. The completed chart is due when we complete the unit.
Word
+ or √
or -
Example Definition
Credit card
Charge card
Debit card
Finance charge
Minimum payment
Credit limit
Annual fee
Annual percentage
rate
Monthly periodic
rate
Variable interest rate
Prime rate
Fair Credit
Reporting Act
Equal Credit
Opportunity Act
Truth in Lending Act

146.
Unit 6, Activity 1, Credit Knowledge
Blackline Masters, Financial Math Page 144
Louisiana Comprehensive Curriculum, Revised 2008
Name___________________
Task:
1. Go to: http://www.practicalmoneyskills.com/english/index.php.
2. In the “At Home” tab, choose “Credit Cards” on the left under “Learning
Centers.”
3. Begin under the “Learn It” column.
a. Start with “Advantages and disadvantages”, click on the link and explore
the information provided.
b. Move down the links in the “Learn It” column. Explore all the links in the
column.
4. When complete, move on to the “Do It” column.
a. Here you will be taking four interactive quizzes:
i. Quiz 1: Quiz your knowledge (matching game)
ii. Quiz 2: About credit
iii. Quiz 3: Quiz your credit knowledge
iv. Quiz 4: Wise use of credit
b. Pause after each quiz, get my attention, and I will record your score for the
quiz.
Quiz 1 Quiz 2 Quiz 3 Quiz 4
5. After I have recorded your four quiz grades on this sheet, turn it in.

162.
Unit 6, General Assessments, Use of Credit Rubric
Blackline Masters, Financial Math Page 160
Louisiana Comprehensive Curriculum, Revised 2008
Use of Credit Essay
Name: Teacher:
Date Submitted: Title of Work:
Criteria Points
1 2 3 4
Organization
Sequence of
information is
difficult to follow.
Reader has
difficulty
following work
because student
jumps around.
Student presents
information in
logical sequence
which reader can
follow.
Information in
logical,
interesting
sequence which
reader can
follow.
____
Content
Knowledge
Student does not have
grasp of information;
student cannot
answer questions
about subject.
Student is
uncomfortable
with content and
is able to
demonstrate basic
concepts.
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required).
____
Grammar and
Spelling
Work has four or
more spelling errors
and/or grammatical
errors.
Presentation has
three misspellings
and/or
grammatical
errors.
Presentation has
no more than two
misspellings
and/or
grammatical
errors.
Presentation has
no misspellings
or grammatical
errors.
____
Neatness Work is illegible.
Work has three or
four areas that are
sloppy.
Work has one or
two areas that are
sloppy.
Work is neatly
done.
____
References
Work displays no
references.
Work does not
have the
appropriate
number of
required
references.
Reference section
was completed
incorrectly
Work displays
the correct
number of
references,
written correctly.
____
Total----> ____
Comments:
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163.
Unit 6, General Assessments, Test
Blackline Masters, Financial Math Page 161
Louisiana Comprehensive Curriculum, Revised 2008
Name________________________________________________Date_______________
Jan and Fred Easton have been shopping for a boat and outboard motor for use on a
nearby lake during warm weather. They have shopped very carefully for the boat for several
months and believe that they have picked the right boat and motor combination and the right
dealer for their needs. The cash price they have bargained for the used boat they want is $6,000.
This price includes a used trailer.
The Eastons also shopped around carefully to find the best deal for borrowing the amount
of money they will need to buy the boat. They have identified three sources for the funds they
need: the boat dealer, their credit union, and a special low-interest rate credit card. The
information they have gathered about each loan is presented below. Answer the questions about
each loan offer.
I. The boat dealer’s deal: The boat dealer, Water-Craft Sales, Inc., has offered the Eastons
these installment plan terms: 10% down payment and the remainder to be paid in 24 payments of
$261 each. Under this plan,
1. The amount financed is $______________________.
2. The installment price of the boat is $_______________________.
3. The total finance charge is $________________________.
4. The total installment plan price of the boat is _____________% greater than the cash
price.
5. Using the table below, the annual percentage rate for the dealer’s offer is ___________%.
Annual Percentage RateNo. of
payments 14.00 14.25 14.50 14.75 15.00 15.25 15.50 15.75 16.00 17.00 18.00
(Finance Charge per $100 of Amount Financed)
6 4.12 4.20 4.27 4.35 4.42 4.49 4.57 4.64 4.72 5.02 5.32
12 7.74 7.89 8.03 8.17 8.31 8.45 8.59 8.74 8.88 9.45 10.02
18 11.45 11.66 11.87 12.08 12.29 12.50 12.72 12.93 13.14 13.99 14.85
20 12.70 12.93 13.17 13.41 13.64 13.88 14.11 14.35 14.59 15.54 16.49
24 15.23 15.51 15.80 16.08 16.37 16.65 16.94 17.22 17.51 18.66 19.82
30 19.10 19.45 19.81 20.17 20.54 20.90 21.26 21.62 21.99 23.45 24.92
36 23.04 23.48 23.92 24.35 24.80 25.24 25.68 26.12 26.57 28.35 30.15
II. The Credit Union’s Deal: The Carlton Credit Union has offered the Eastons these terms:
A $6,000, two-year loan with interest on the unpaid balance at the monthly rate of 1.25%. They
are to make monthly payments of $250 on the principal along with interest for the month. The
Eastons must also sign a promissory note for the loan and pledge the boat, motor, and trailer as
collateral.

165.
Unit 6, General Assessments, Test
Blackline Masters, Financial Math Page 163
Louisiana Comprehensive Curriculum, Revised 2008
III. The Credit Card Option: The Eastons have just received a new credit card offer. They can
charge up to $7,500 on any purchases. The card offers a 7% annual percentage rate until April
30, 20__. After that, an 18% annual percentage rate will be charged. Finance charges are based
on the previous balance. If they buy the boat using the credit card, no down payment is required.
The Eastons would not make any other purchases with the card until the boat and motor were
paid off. Because Mrs. Easton receives quarterly checks from a devoted aunt, the Eastons know
they can make the principal payments shown in the chart below. The first payment is due on
April 7.
11. Complete the following chart showing the monthly finance charge, total payment, and
new balance.
Date
7% Annual
Percentage
Rate
Planned
Principal
Payment
Total Payment Ending Balance
March 7 $6,000
April 7 $0 $950 $950.00 5,050
May 7 29.46 255 284.46 4,795
June 7 27.97 255 282.97 4,540
July 7 255
Aug 7 950
Sept 7 255
Oct 7 255
Nov 7 255
Dec 7 950
Jan 7 255
Feb 7 255
Mar 7 255
Apr 7 $0
Total $6,000
Under this plan,
12. The total credit card price of the boat is $_________________________.
13. The total finance charges are $___________________________.
14. The total credit card price is _______________% greater, to the nearest tenth of a
percent, than the cash price.
15. Considering the Easton’s situation, which credit choice would you advise them to make?
Why?

166.
Unit 6, General Assessments, Test with Answers
Blackline Masters, Financial Math Page 164
Louisiana Comprehensive Curriculum, Revised 2008
Name________________________________________________Date_______________
Jan and Fred Easton have been shopping for a boat and outboard motor for use on a
nearby lake during warm weather. They have shopped very carefully for the boat for several
months and believe that they have picked the right boat and motor combination and the right
dealer for their needs. The cash price they have bargained for the used boat they want is $6,000.
This price includes a used trailer.
The Eastons also shopped around carefully to find the best deal for borrowing the amount
of money they will need to buy the boat. They have identified three sources for the funds they
need: the boat dealer, their credit union, and a special low-interest rate credit card. The
information they have gathered about each loan is presented below. Answer the questions about
each loan offer.
I. The boat dealer’s deal: The boat dealer, Water-Craft Sales, Inc., has offered the Eastons
these installment plan terms: 10% down payment and the remainder to be paid in 24 payments of
$261 each. Under this plan,
16. The amount financed is $________5,400________
17. The installment price of the boat is $__________6,264_________
18. The total finance charge is $_________864____________
19. The total installment plan price of the boat is _____14.4_____% greater than the cash
price.
20. Using the table below, the annual percentage rate for the dealer’s offer is ___14.75___%.
Annual Percentage RateNo. of
payments 14.00 14.25 14.50 14.75 15.00 15.25 15.50 15.75 16.00 17.00 18.00
(Finance Charge per $100 of Amount Financed)
6 4.12 4.20 4.27 4.35 4.42 4.49 4.57 4.64 4.72 5.02 5.32
12 7.74 7.89 8.03 8.17 8.31 8.45 8.59 8.74 8.88 9.45 10.02
18 11.45 11.66 11.87 12.08 12.29 12.50 12.72 12.93 13.14 13.99 14.85
20 12.70 12.93 13.17 13.41 13.64 13.88 14.11 14.35 14.59 15.54 16.49
24 15.23 15.51 15.80 16.08 16.37 16.65 16.94 17.22 17.51 18.66 19.82
30 19.10 19.45 19.81 20.17 20.54 20.90 21.26 21.62 21.99 23.45 24.92
36 23.04 23.48 23.92 24.35 24.80 25.24 25.68 26.12 26.57 28.35 30.15
II. The Credit Union’s Deal: The Carlton Credit Union has offered the Eastons these terms:
A $6,000, two-year loan with interest on the unpaid balance at the monthly rate of 1.25%. They
are to make monthly payments of $250 on the principal along with interest for the month. The
Eastons must also sign a promissory note for the loan and pledge the boat, motor, and trailer as
collateral.

168.
Unit 6, General Assessments, Test with Answers
Blackline Masters, Financial Math Page 166
Louisiana Comprehensive Curriculum, Revised 2008
III. The Credit Card Option: The Eastons have just received a new credit card offer. They can
charge up to $7,500 on any purchases. The card offers a 7% annual percentage rate until April
30, 20__. After that, an 18% annual percentage rate will be charged. Finance charges are based
on the previous balance. If they buy the boat using the credit card, no down payment is required.
The Eastons would not make any other purchases with the card until the boat and motor were
paid off. Because Mrs. Easton receives quarterly checks from a devoted aunt, the Eastons know
they can make the principal payments shown in the chart below. The first payment is due on
April 7.
26. Complete the following chart showing the monthly finance charge, total payment, and
new balance.
Date
7% Annual
Percentage
Rate
Planned
Principal
Payment
Total Payment Ending Balance
March 7 $6,000
April 7 $0 $950 $950.00 5,050
May 7 29.46 255 284.46 4,795
June 7 27.97 255 282.97 4,540
July 7 26.48 255 281.48 4,285
Aug 7 25.00 950 975.00 3,335
Sept 7 19.45 255 274.45 3,080
Oct 7 17.97 255 272.97 2,825
Nov 7 16.48 255 271.48 2,570
Dec 7 14.99 950 964.99 1,620
Jan 7 9.45 255 264.45 1,365
Feb 7 7.96 255 262.96 1,110
Mar 7 6.48 255 261.48 855
Apr 7 4.99 855 859.99 $0
Total 206.68 $6,000 6,206.68
Under this plan,
27. The total credit card price of the boat is $________6,206.68________
28. The total finance charges are $_________206.68_____________
29. The total credit card price is _______3.4_____% greater, to the nearest tenth of a percent,
than the cash price.
30. Considering the Easton’s situation, which credit choice would you advise them to make?
Why?
Answers will vary. The Credit Card option is cheapest, followed by the dealer’s offer, and the
Credit Union’s offer is the most expensive.

169.
Unit 6, Specific Assessments, Activity 3, Average Daily Balance
Blackline Masters, Financial Math Page 167
Louisiana Comprehensive Curriculum, Revised 2008
Many companies calculate the finance charge using the average-daily-balance method.
The average daily balance is the average of the account balance at the end of each day of
the billing period. New purchases posted during the billing period should be added as of
the posting date. Payments received during the billing period should be subtracted as of
the posting date. The finance charge is calculated by multiplying the periodic rate by the
average daily balance.
1.
Billing
Periods
Purchase Payment
End-of-day
Balance
Number of
Days
Sum of
Daily
Balances
4/01 – 4/10 $410.20
4/11 $150.00
4/12 – 4/20
4/21 $43.12
4/22 – 4/30
Totals
What is the average-daily-balance? ________________________________
If the annual interest rate is 18%, what is the finance charge? ____________________
2. Calculate the average daily balance, finance charge, and new balance as of July 1 using
the average-daily-balance method. The periodic rate is 1.45%.
Date Transaction Amount
June 1 Balance $800.00
June 11 Payment $200.00
June 25 Purchase $150.00
3. A portion of an account statement for September is shown. The finance charge is
computed using the average-daily-balance method. Find the average daily balance, the
finance charge, and the new balance.
Reference Sold Posted Description Amount
4833XF89 9/10 9/20 Corner Drug 19.86
JJK98TRX 9/15 9/26 Swap Shoppe 96.72
987PAY12 9/28 Payment – Thank You -50.00
0007619A 9/23 9/29 Babbit’s Plumbing Supply 19.43
Previous Balance: 169.38 Billing Period: 9/01 – 9/30
Periodic Rate: 1.977% Average Daily Balance:
Finance Charge: New Balance:

174.
Unit 6, Specific Assessments, Activity 11, House Savings
Blackline Masters, Financial Math Page 172
Louisiana Comprehensive Curriculum, Revised 2008
Directions: Using the skills you have learned using a graphing calculator, answer the
following question. Your answer should list the key strokes required to solve the problem
and a written summary of the output screen.
You buy a house and finance $121,000 for 30 years at an interest rate of 7.2%. You are told that
your payments would be $821.33 for the next 360 months. You find out that you have $25 extra
each month that you can put on you house payment. If you pay an extra $25 a month, how long
would it take you to pay off the house and how much interest would you save?
Key strokes:
Input screen:
Output screen:

176.
Unit 6, Specific Assessments, Activity 13, Reciprocal Teaching Rubric
Blackline Masters, Financial Math Page 174
Louisiana Comprehensive Curriculum, Revised 2008
Reciprocal Teaching Rubric
CATEGORY (25 - 22)
High quality
(21-19)
Above Average
(18-14)
Average
(13-8)
Below Average
Focus on the
task
Consistently stays
focused on the task
and what needs to be
done. Very self-
directed.
Focuses on the task
and what needs to be
done most of the
time. Other group
members can count
on this person.
Focuses on the task
and what needs to be
done some of the
time. Other group
members must
sometimes nag, prod,
and remind to keep
this person on-task.
Rarely focuses on the
task and what needs
to be done. Lets
others do the work.
Quality of Work Provides work of the
highest quality.
Provides high quality
work.
Provides work that
occasionally needs to
be checked/redone by
other group members
to ensure quality.
Provides work that
usually needs to be
checked/redone by
others to ensure
quality.
Focus on the
task
Consistently stays
focused on the task
and what needs to be
done. Very self-
directed.
Focuses on the task
and what needs to be
done most of the
time. Other group
members can count
on this person.
Focuses on the task
and what needs to be
done some of the
time. Other group
members must
sometimes nag, prod,
and remind to keep
this person on-task.
Rarely focuses on the
task and what needs
to be done. Lets
others do the work.
Time-
management
Routinely uses time
well throughout the
project to ensure
things get done on
time. Group does not
have to adjust
deadlines or work
responsibilities
because of this
person's
procrastination.
Usually uses time well
throughout the
project, but may have
procrastinated on one
thing. Group does not
have to adjust
deadlines or work
responsibilities
because of this
person's
procrastination.
Tends to
procrastinate, but
always gets things
done by the
deadlines. Group
does not have to
adjust deadlines or
work responsibilities
because of this
person's
procrastination.
Rarely gets things
done by the deadlines
AND group has to
adjust deadlines or
work responsibilities
because of this
person's inadequate
time management.
Rubric generated at: http://rubistar.4teachers.org/

182.
Unit 7, Activity 4, Used Auto Worksheet
Blackline Masters, Financial Math Page 180
Louisiana Comprehensive Curriculum, Revised 2008
Name:_______________________
National Automobile Dealer’s Association publishes a book that contains prices for used
automobiles. The book has prices for two different categories for each vehicle: Average
Retail Price and Average Trade-In Price. We will use the NADA website to complete this
activity. http://www.nadaguides.com/default.aspx Choose: Used Car Prices
Task:
Use a family vehicle with the actual mileage, condition and options of the vehicle.
Complete the worksheet below for your vehicle.
Used Vehicle Pricing Worksheet
Vehicle
Mileage:
Clean Trade-In Clean Retail Value
Options (List options present on vehicle.)
Total Price:

183.
Unit 7, Activity 7, Spreadsheet Depreciation
Blackline Masters, Financial Math Page 181
Louisiana Comprehensive Curriculum, Revised 2008
Task:
1. Create a spreadsheet, using Microsoft Excel®, to calculate the annual
depreciation of the automobile in the problem below. The spreadsheet should
calculate the amount of depreciation and the resale value. Model your spreadsheet
on the example below.
2. Create a chart of data and a graph of the year of ownership and the resale value.
3. Save your chart and graph on a disk using your name as the file name. Print the
graph.
4. Use the graph to predict in what year of ownership the vehicle will be worth
approximately $10,000.
Problem.
A new car bought for $38,240 is estimated to depreciate by the following percentages of
the original cost during the first 10 years: 26, 21, 14, 10, 8, 7, 6, 5, 4, 3. How can these
percents be used to form a spreadsheet and a graph to represent the resale value?
Example chart.
Example graph.
Year
Percent of
Depreciation
Amount of
Depreciation
Resale Value
0 $52,920
1 25% $9,560 $28,680
2 20% $5,736 $22,944
3 12% $2,753 $20,191
4 10% $2,019 $18,172
5 8% $1,454 $16,718
6 7% $1,170 $15,548
7 6% $933 $14,615
8 5% $731 $13,884
9 4% $555 $13,329
10 3% $400 $12,929
Depreciation
$0.00
$10,000.00
$20,000.00
$30,000.00
$40,000.00
$50,000.00
$60,000.00
1 2 3 4 5 6 7 8 9 10 11
Year of Ownership
ValueinDollars

185.
Unit 7, Activity 7, Depreciation Story Chain
Blackline Masters, Financial Math Page 183
Louisiana Comprehensive Curriculum, Revised 2008
Task:
1. This is a group activity, arrange into groups of three.
2. Each group will create an automobile depreciation problem similar to the one
used in part one of this activity. However, the problem you create must be a linear
depreciation problem. We discussed linear depreciation in activity 6.
3. In this story chain one member will begin writing a linear depreciation problem,
the second member will add information and the third will complete the problem,
as in this example.
Linear Depreciation Example
Student 1: Buddy’s new car cost $45,603. He expects to keep the car 10 years.
Student 2: He estimates the car will depreciate linearly by 9.5% of the original cost
during each of the first 10 years.
Student 3: Make both a table and a graph showing the resale value of the car over the ten
years Buddy expects to keep it.
4. When the group’s problem is complete, bring it to me to read and approve.
5. Produce a spreadsheet for the linear depreciation problem you created using
Microsoft Excel® with graph.
6. Print the graph.
7. Turn-in your problem and graph.
Linear Depreciation Problem
Student 1:
Student 2:
Student 3:

186.
Unit 7, Activity 9, Buying/Leasing Opinionnaire
Blackline Masters, Financial Math Page 184
Louisiana Comprehensive Curriculum, Revised 2008
Name:_____________________________________
Directions: Read each statement carefully and decide whether you agree or disagree with
it, placing a check mark in the appropriate Before column.
When we have finished with the presentation, decide whether your anticipations need to
be changed by placing a check mark in the appropriate After column.
Before After
Agree Disagree Agree Disagree
1. Leasing is a great way to get
into my first car.
2. “Up-front” costs for leasing
are less than for buying.
3. I should lease only if I plan to
keep the vehicle a long time.
4. Monthly payments are less if
I lease the vehicle.
5. If I drive a lot, I’m better off
just buying the vehicle in the
beginning.

188.
Unit 7, Activity 9, Buying Vs Leasing Notes with Answers
Blackline Masters, Financial Math Page 186
Louisiana Comprehensive Curriculum, Revised 2008
Buying vs. Leasing an Automobile
Difference Buying Leasing
Ownership You own the vehicle and get to
keep it at the end of the financing
term.
You do not own the vehicle,
and must return it at the end of
the lease, or buy it.
Up-front costs Include down payment, taxes,
registration & other fees.
Include first months payment,
security deposit, down
payment, taxes, registration
and other fees.
Monthly payments Loan payments are usually
higher because you are paying
for the entire price of the vehicle
during the term of the loan.
Lease payments are usually
lower because you are paying
only for the vehicle’s
depreciation during the lease
term.
Early termination Can be terminated early by
paying-off the loan early or by
trading-in the vehicle for another
vehicle.
Often penalties are assessed
for early lease termination.
Vehicle return N/A Vehicle must be maintained in
accordance with
manufacturers requirement.
Vehicle may not have
modifications such as new
wheels and tires or aftermarket
stereo.
Future value Market determined Often determined as an
educated guess at the time of
lease; this is called residual
value.
Mileage Unlimited; no restrictions Leases commonly set mileage
limits and empose penalties for
excess mileage at time of lease
termination.
Excessive wear No restrictions Vehicle must be maintained in
accordance with
manufacturers requirements.
There are penalties for
excessive wear and/or vehicle
damage of any form.
End of term You own the vehicle. You do not own the vehicle.
Often you may purchase a
leased vehicle at the end of the
lease contract for the
predetermined residual value.

190.
Unit 7, Activity 11, Louisiana Liability Minimum
Blackline Masters, Financial Math Page 188
Louisiana Comprehensive Curriculum, Revised 2008
Task:
Organize your interview notes (3x5 cards) into a series of small, 8 ½” by 11” poster-
like illustrations to represent the questions and answers from the interview. This series
of small posters would resemble a PowerPoint presentation, but is done by hand. You
may include any pamphlets that the agent may have given you.
FYI
Fifty-four percent of motor vehicle crash deaths among teenagers in 2005 occurred on Friday, Saturday, or
Sunday.
Half of teenage motor vehicle crash deaths in 2005 occurred between 3pm and midnight.
Source: Insurance Institute for Highway Safety

199.
Unit 7, General Assessments, Transportation Jeopardy
Blackline Masters, Financial Math Page 197
Louisiana Comprehensive Curriculum, Revised 2008
Directions: Question the following answers you learned in this unit. Remember to phrase your
answer in the form of a question.
Answer Question
The averaged fee for transporting all vehicles of a particular type to
all dealerships.
The words forming the acronym MSRP.
The price I would expect to receive for trading-in my used auto.
The vehicle operating costs that do not change from month-to-
month.
An example of a variable operating expense.
The name given to the decrease in value from year-to-year of my
vehicle.
The price I would advertise to sell a used vehicle.
Equations that perform calculations on values in your spreadsheet
worksheet, starts with an equal sign (=).
The type of lease that allows me the option to purchase the vehicle
at the end of the lease contract.
The predetermined value of an automobile in a lease contract.
Leads to vehicle ownership when the initial contract is paid.
The form of vehicle purchase that doesn’t allow me to modify my
vehicle.
The name given to using a vehicle on a short-term basis.
10/20/10.
The insurance coverage for property loss.
Because statistically they cause more accidents than females of the
same age.
The leading cause of death among 13-19-year-old males and
females in the United States.
The acronym for the Organization of the Petroleum Exporting
Countries.
Accounts for half of the price of gasoline at the pump.
The largest emergency petroleum supply in the world.
The typical time of year when demand for gas spikes.

200.
Unit 7, General Assessments, Transportation Jeopardy with Answers
Blackline Masters, Financial Math Page 198
Louisiana Comprehensive Curriculum, Revised 2008
Answer Question
The averaged fee for transporting all vehicles of a particular type
to all dealerships.
What is the destination
charge?
The words forming the acronym MSRP. What is Manufacturer’s
Suggested Retail Price?
The price I would expect to receive for trading-in my used auto. What is Clean Trade-In
Value?
The vehicle operating costs that do not change from month-to-
month.
What are fixed costs?
An example of a variable operating expense. What is gasoline cost?
The name given to the decrease in value from year-to-year of my
vehicle.
What is vehicle depreciation?
The price I would advertise to sell a used vehicle. What is Clean Retail Value?
Equations that perform calculations on values in your
spreadsheet worksheet, starts with an equal sign (=).
What are formulas?
The type of lease that allows me the option to purchase the
vehicle at the end of the lease contract.
What is an open-ended lease?
The predetermined value of an automobile in a lease contract. What is residual, or future,
value?
Leads to vehicle ownership when the initial contract is paid. What is buying a vehicle?
The form of vehicle purchase that doesn’t allow me to modify
my vehicle.
What is leasing a vehicle?
The name given to using a vehicle on a short-term basis. What is renting a vehicle?
10/20/10. What is the Louisiana
minimum liability insurance?
The insurance coverage for property loss. What does the third number
represent?
Because statistically they cause more accidents than females of
the same age.
Why does insurance cost
more for teenage males?
The leading cause of death among 13-19-year-old males and
females in the United States.
What is motor vehicle
accidents?
The acronym for the Organization of the Petroleum Exporting
Countries.
What is OPEC?
Accounts for half of the price of gasoline at the pump. What is the cost of crude oil?
The largest emergency petroleum supply in the world. What is the Strategic
Petroleum Reserve?
The typical time of year when demand for gas spikes. What is summer?

201.
Unit 7, General Assessments, Car Purchase Essay Rubric
Blackline Masters, Financial Math Page 199
Louisiana Comprehensive Curriculum, Revised 2008
Car Purchase Essay
Name: Teacher:
Date Submitted: Title of Work:
Criteria Points
1 2 3 4
Organization
Sequence of
information is difficult
to follow.
Reader has
difficulty following
work because
student jumps
around.
Student presents
information in
logical sequence
which reader can
follow.
Information in
logical, interesting
sequence which
reader can follow.
____
Content
Knowledge
Student does not have
grasp of information;
student cannot answer
questions about subject.
Student is
uncomfortable with
content and is able
to demonstrate basic
concepts.
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required).
____
Grammar and
Spelling
Work has four or more
spelling errors and/or
grammatical errors.
Presentation has
three misspellings
and/or grammatical
errors.
Presentation has
no more than two
misspellings
and/or
grammatical
errors.
Presentation has
no misspellings or
grammatical
errors.
____
Neatness Work is illegible.
Work has three or
four areas that are
sloppy.
Work has one or
two areas that are
sloppy.
Work is neatly
done.
____
References
Work displays no
references.
Work does not have
the appropriate
number of required
references.
Reference section
was completed
incorrectly.
Work displays the
correct number of
references, written
correctly.
____
Total----> ____
Comments:
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202.
Unit 7, General Assessments, Quiz
Blackline Masters, Financial Math Page 200
Louisiana Comprehensive Curriculum, Revised 2008
1. J.J. Johnson plans to buy a Bentley Continental GT sedan with a MSRP of $178,236.17. The optional
features JJ is considering and their suggested prices follow: GPS alarm system, $2,200; 22” chrome
wheels with run-flat tires, $5,785 and extended warranty, $3,128. What is the MSRP of JJ’s Bentley if the
destination charge is $2,008?
2. Giancarlo Valenti bought a beautiful yellow Lamborghini Mercielago with an MSRP of $328,150. A
sales tax of 8.387% will be charged on the total purchase. Registration and license costs will be $359.
Giancarlo plans to make an 11% down payment. (Assume the down payment is made before taxes.)
a. What is the delivered price of the car?
b. What is the balance due on this purchase?
3. Ralf Emmerson bought a new Corvette for $43,567. He drove the car for three years and then traded it
in on a new Vette for $29,995.
a. The total depreciation for the three-year period was? $____________________
b. The average annual depreciation was? $__________________________
c. The rate of depreciation was? ______________________________%
4. Rebecca Renee Roberts-Reynolds paid $123,195 for her Mercedes-Benz S500 AMG sedan. Her
expenses for the first year were: gas, $5,193.14; oil, $101.19; insurance, $1,951.02; repairs and upkeep,
$122.70; license plates, $48; loss of interest at $2,338.23 on the car’s original cost; and depreciation
estimated at 14%.
a. The annual depreciation was? $_______________________
b. The total car operating expense for the year was? $_____________________
Vehicle Used For
Type of Insurance
Coverage
Coverage Limits
Driving to Work
Racing on the
Weekends
Touring Europe on
Holiday
$25/$75,000 19.94 122.93 41.92
Bodily Injury
$200/$300,000 78.93 404.99 128.92
$15,000 99.12 235.19 165.22
Property Damage
$35,000 127.56 414.00 196.99
No deductible 359.84 1,234.91 807.68
Collision
$1,000 deductible 19.98 1001.19 345.71
$100 deductible 130.92 312.38 147.17
Comprehensive
$250 deductible 103.52 289.63 126.84
5. Use table above to find the annual premium for each below.
a. For driving to work, $25/$75,000 bodily injury, $35,000 property damage, no
deductible on collision and $100 deductible on comprehensive. __________________
b. For touring Europe on Holiday, $200/$300,000 bodily injury, $35,000 property
damage, $1,000 deductible collision and $100 deductible comprehensive. ___________

204.
Unit 7, Specific Assessments, Activity 6, TVM Master
Blackline Masters, Financial Math Page 202
Louisiana Comprehensive Curriculum, Revised 2008
Directions: Use a graphing calculator to answer the questions below.
Latisha is buying a car from a dealer that offers a $1500 rebate that can be taken either in cash or
used toward the down payment. The total cost of the car including taxes is $21,850, and since
she is putting 15% down, they are financing it at 7.9% interest for 60 months. Use the Finance
Mode and TVM to determine:
1. Her monthly payments
2. Her total interest
3. How much her monthly payments would be if she added the rebate to her down payment.
4. Her total interest if she added the rebate to her down payment
5. How much additional savings she would get by adding her rebate to the down payment.

205.
Unit 7, Specific Assessments, Activity 6, TVM Master with Answers
Blackline Masters, Financial Math Page 203
Louisiana Comprehensive Curriculum, Revised 2008
1. Her monthly payments. $441.99
2. Her total interest. $4,669.72
3. Her monthly payments would be if she added the rebate to her down payment. $411.65
4. Her total interest if she added the rebate to her down payment. $4,349.13
5. How much additional savings would she get by adding her rebate to the down payment?
$320.59

206.
Unit 7, Specific Assessments, Activity 7, Depreciation Analysis
Blackline Masters, Financial Math Page 204
Louisiana Comprehensive Curriculum, Revised 2008
Directions: Analyze the line graphs and estimate the answer for the accompanying
questions.
Use the graph above to answer question 1 – 3.
1. After how many years has the car lost all its value?
2. After how many years has the car lost half its value?
3. What is the approximate value of the car after 5 years?

207.
Unit 7, Specific Assessments, Activity 7, Depreciation Analysis
Blackline Masters, Financial Math Page 205
Louisiana Comprehensive Curriculum, Revised 2008
Use the graph at right to answer
questions 4 – 6.
4. In which year of its life does
the car lose the most value?
5. After about how many years
has the car lost half its value?
6. What is the car’s
approximate value after 4
years?
Use the graph at left to answer
questions 7 – 9.
7. During which year does the
car lose the most value?
8. After about how many years
has the car lost half its value?
9. When is the automobile
worth $19,000?
10. Which graph would you surmise represents typical automobile depreciation? Explain
your answer.

208.
Unit 7, Specific Assessments, Activity 7, Depreciation Analysis with Answers
Blackline Masters, Financial Math Page 206
Louisiana Comprehensive Curriculum, Revised 2008
Test Solution.
1. About 7 years.
2. About 3.5 years.
3. About $9,000.
4. During the first year of ownership.
5. About 2 years.
6. About $6,000.
7. During the third year of ownership.
8. About 3 years.
9. Approximately the beginning of the second year of ownership.
10. Student answers will vary. The second graph, because I have learned that automobiles
depreciate more rapidly at the beginning of their useable life than later in their useable
life. This is why automobile value can be found in the purchasing of late model used
vehicles.

209.
Unit 7, Specific Assessments, Activity 11, Insurance Posters Rubric
Blackline Masters, Financial Math Page 207
Louisiana Comprehensive Curriculum, Revised 2008
Earned
AssessmentElement
Possible
Points
Peer Teacher
The main theme is clear when one first looks at the
posters. A title helps to identify the theme.
Appropriate and accurate main ideas support the
theme.
There is wholeness about the posters. They do not
seem like a
collection of information.
The information in the posters is accurate and
shows that the student
thoroughly understands the concepts.
Space, shapes, textures, and colors provide
information themselves
and add to the over-all effectiveness of the posters.
Pictures, photographs, drawings, diagrams, graphs,
or other similar
devices add to the over-all effectiveness of the
posters.
The format of the posters is appropriate to the task
and to the audience
for which it is intended.
The posters accomplish their purpose with their
intended audience.
The posters are very neat and presentable.
The posters are creative and interesting.
Total:
After the posters are all hung on the walls of the classroom, ask the students to assess three
poster sets from other students. Average the peer assessments onto the one rubric sheet where the
teacher assesses the poster set. The student component of the grading should be no more than
25% of the overall grade for this activity.

211.
Unit 8, Activity 3, Information About RESPA
Blackline Masters, Financial Math Page 209
Louisiana Comprehensive Curriculum, Revised 2008
The Real Estate Settlement Procedures Act (RESPA) is a consumer protection statute, first
passed in 1974. The purposes of RESPA are:
1. to help consumers become better shoppers for settlement services.
2. to eliminate kickbacks and referral fees that unnecessarily increase the costs of certain
settlement services.
Details about RESPA
Corresponding with the above purposes:
1. RESPA requires that borrowers receive disclosures at various times. Some disclosures
spell out the costs associated with the settlement, outline lender servicing and escrow
account practices, and describe business relationships between settlement service
providers.
2. RESPA also prohibits certain practices that increase the cost of settlement services.
Section 8 of RESPA prohibits a person from giving or accepting any thing of value for
referrals of settlement service business related to a federally related mortgage loan. It also
prohibits a person from giving or accepting any part of a charge for services that are not
performed. Section 9 of RESPA prohibits home sellers from requiring home buyers to
purchase title insurance from a particular company.
RESPA in general
RESPA covers loans secured with a mortgage placed on a one-to-four family residential
property. These include most purchase loans, assumptions, refinances, property improvement
loans, and equity lines of credit. HUD's Office of RESPA and Interstate Land Sales is
responsible for enforcing RESPA.
RESPA required disclosures:
At the time of loan application
When borrowers apply for a mortgage loan, mortgage brokers and/or lenders must give the
borrowers:
• a Special Information Booklet, which contains consumer information regarding various
real estate settlement services. (Required for purchase transactions only).
• a Good Faith Estimate (GFE) of settlement costs, which lists the charges the buyer is
likely to pay at settlement. This is only an estimate and the actual charges may differ. If a
lender requires the borrower to use a particular settlement provider, then the lender must
disclose this requirement on the GFE.

212.
Unit 8, Activity 3, Information About RESPA
Blackline Masters, Financial Math Page 210
Louisiana Comprehensive Curriculum, Revised 2008
• a Mortgage Servicing Disclosure Statement, which discloses to the borrower whether the
lender intends to service the loan or transfer it to another lender. It also provides
information about complaint resolution.
If the borrowers don't get these documents at the time of application, the lender must mail them
within three business days of receiving the loan application.
If the lender turns down the loan within three days, however, then RESPA does not require the
lender to provide these documents.
The RESPA statute does not provide an explicit penalty for the failure to provide the Special
Information Booklet, Good Faith Estimate or Mortgage Servicing Statement. However, bank
regulators may choose to impose penalties on lenders who fail to comply with federal law. Please
read the section on RESPA enforcement for more information.
Disclosures before settlement/closing occurs
The terms "settlement" and "closing" can be and are used interchangeably.
An Affiliated Business Arrangement (AfBA) Disclosure is required whenever a settlement
service provider involved in a RESPA covered transaction refers the consumer to a provider with
whom the referring party has an ownership or other beneficial interest.
The referring party must give the AfBA disclosure to the consumer at or prior to the time of
referral. The disclosure must describe the business arrangement that exists between the two
providers and give the borrower an estimate of the second provider's charges.
Except in cases where a lender refers a borrower to an attorney, credit reporting agency or real
estate appraiser to represent the lender's interest in the transaction, the referring party may not
require the consumer to use the particular provider being referred.
The HUD-1 Settlement Statement is a standard form that clearly shows all charges imposed on
borrowers and sellers in connection with the settlement. RESPA allows the borrower to request
to see the HUD-1 Settlement Statement one day before the actual settlement. The settlement
agent must then provide the borrowers with a completed HUD-1 Settlement Statement based on
information known to the agent at that time.
Disclosures at settlement
The HUD-1 Settlement Statement shows the actual settlement costs of the loan transaction.
Separate forms may be prepared for the borrower and the seller. Where it is not the practice that
the borrower and the seller both attend the settlement, the HUD-1 should be mailed or delivered
as soon as practicable after settlement.
The Initial Escrow Statement itemizes the estimated taxes, insurance premiums and other
charges anticipated to be paid from the Escrow Account during the first twelve months of the
loan. It lists the Escrow payment amount and any required cushion. Although the statement is
usually given at settlement, the lender has 45 days from settlement to deliver it.

213.
Unit 8, Activity 3, Information About RESPA
Blackline Masters, Financial Math Page 211
Louisiana Comprehensive Curriculum, Revised 2008
Disclosures after settlement
Loan servicers must deliver to borrowers an Annual Escrow Statement once a year. The annual
Escrow account statement summarizes all escrow account deposits and payments during the
servicer's twelve month computation year. It also notifies the borrower of any shortages or
surpluses in the account and advises the borrower about the course of action being taken.
A Servicing Transfer Statement is required if the loan servicer sells or assigns the servicing
rights to a borrower's loan to another loan servicer. Generally, the loan servicer must notify the
borrower 15 days before the effective date of the loan transfer. As long the borrower makes a
timely payment to the old servicer within 60 days of the loan transfer, the borrower cannot be
penalized. The notice must include the name and address of the new servicer, toll-free telephone
numbers, and the date the new servicer will begin accepting payments.
RESPA Explained: Consumer Protections and Prohibited Practices
Section 8: kickbacks, fee-splitting, unearned fees
Section 8 of RESPA prohibits anyone from giving or accepting a fee, kickback or any thing of
value in exchange for referrals of settlement service business involving a federally related
mortgage loan. In addition, RESPA prohibits fee splitting and receiving unearned fees for
services not actually performed.
Violations of Section 8's anti-kickback, referral fees and unearned fees provisions of RESPA are
subject to criminal and civil penalties. In a criminal case a person who violates Section 8 may be
fined up to $10,000 and imprisoned up to one year. In a private law suit a person who violates
Section 8 may be liable to the person charged for the settlement service an amount equal to three
times the amount of the charge paid for the service.
Section 9: Seller required title insurance
Section 9 of RESPA prohibits a seller from requiring the home buyer to use a particular title
insurance company, either directly or indirectly, as a condition of sale. Buyers may sue a seller
who violates this provision for an amount equal to three times all charges made for the title
insurance.
Section 10: Limits on escrow accounts
Section 10 of RESPA sets limits on the amounts that a lender may require a borrower to put into
an escrow account for purposes of paying taxes, hazard insurance and other charges related to the
property. RESPA does not require lenders to impose an escrow account on borrowers; however,
certain government loan programs or lenders may require escrow accounts as a condition of the
loan.

214.
Unit 8, Activity 3, Information About RESPA
Blackline Masters, Financial Math Page 212
Louisiana Comprehensive Curriculum, Revised 2008
During the course of the loan, RESPA prohibits a lender from charging excessive amounts for
the escrow account. Each month the lender may require a borrower to pay into the escrow
account no more than 1/12 of the total of all disbursements payable during the year, plus an
amount necessary to pay for any shortage in the account. In addition, the lender may require a
cushion, not to exceed an amount equal to 1/6 of the total disbursements for the year.
The lender must perform an escrow account analysis once during the year and notify borrowers
of any shortage. Any excess of $50 or more must be returned to the borrower.
RESPA Enforcement
Civil law suits
Individuals have one (1) year to bring a private law suit to enforce violations of Section 8 or 9. A
person may bring an action for violations of Section 6 within three years. Lawsuits for violations
of Section 6, 8, or 9 may be brought in any federal district court in the district in which the
property is located or where the violation is alleged to have occurred.
HUD, a State Attorney General or State insurance commissioner may bring an injunctive action
to enforce violations of Section 6, 8 or 9 of RESPA within three (3) years.
Loan servicing complaints
Section 6 provides borrowers with important consumer protections relating to the servicing of
their loans. Under Section 6 of RESPA, borrowers who have a problem with the servicing of
their loan (including escrow account questions), should contact their loan servicer in writing,
outlining the nature of their complaint. The servicer must acknowledge the complaint in writing
within 20 business days of receipt of the complaint. Within 60 business days the servicer must
resolve the complaint by correcting the account or giving a statement of the reasons for its
position. Until the complaint is resolved, borrowers should continue to make the servicer's
required payment.
A borrower may bring a private law suit, or a group of borrowers may bring a class action suit,
within three years, against a servicer who fails to comply with Section 6's provisions. Borrowers
may obtain actual damages, as well as additional damages if there is a pattern of noncompliance.
Other enforcement actions
Under Section 10, HUD has authority to impose a civil penalty on loan servicers who do not
submit initial or annual escrow account statements to borrowers. Borrowers should contact
HUD's Office of RESPA and Interstate Land Sales to report servicers who fail to provide the
required escrow account statements.

215.
Unit 8, Activity 3, Information About RESPA
Blackline Masters, Financial Math Page 213
Louisiana Comprehensive Curriculum, Revised 2008
Filing a RESPA complaint
Persons, who believe a settlement service provider has violated RESPA in an area in which the
Department has enforcement authority (primarily sections 6, 8 and 9), may wish to file a
complaint. The complaint should outline the violation and identify the violators by name, address
and phone number. Complainants should also provide their names and phone numbers for follow
up questions from HUD. Requests for confidentiality will be honored. Complaints should be sent
to:
Director, Office of RESPA and Interstate Land Sales
US Department of Housing and Urban Development
Room 9154
451 7th Street, SW
Washington, DC 20410
Adopted from:
U.S. Department of Housing and Urban Development
451 7th Street, S.W., Washington, DC 20410
Telephone: (202) 708-1112

216.
Unit 8, Activity 3, RESPA Notes
Blackline Masters, Financial Math Page 214
Louisiana Comprehensive Curriculum, Revised 2008
When did RESPA
become law?
What are its
purposes?
What does RESPA
cover, in general?
What are the
required disclosures
to the home buyer?
What does RESPA
have to do with
closing costs?
What is an Initial
Escrow Statement &
what does it do for
the homebuyer?

218.
Unit 8, Activity 5, Other Housing Costs
Blackline Masters, Financial Math Page 216
Louisiana Comprehensive Curriculum, Revised 2008
Task:
1. This is a group activity, arrange into groups of three or four each.
2. As a group, discuss housing costs beyond mortgage or rent payments.
3. Use the concept map below to record responses.
4. Each circle should have a response.
5. We will discuss the concept maps after all groups are complete.
.
.
.
.
.
.
.
.
Other
Housing
Costs

220.
Unit 8, Activity 7, Homeowners Insurance
Blackline Masters, Financial Math Page 218
Louisiana Comprehensive Curriculum, Revised 2008
Task:
1. Research homeowners insurance to answer:
1. What is homeowners insurance?
2. What is in a standard homeowners insurance policy?
3. Are there different types of policies?
4. Does my homeowners insurance cover flooding?
5. What type of disasters are covered?
6. Can I own a home without homeowners insurance?
7. Can I get insurance if I rent my home?
8. How much homeowners insurance do I need?
9. Do I need separate coverage for jewelry?
10. What factors do insurance companies use to determine the price of your policy?
2. Provide a comprehensive answer to these questions, not just one-sentence answers.
3. Produce a paper, in the form of an outline, containing the answers to the questions.
4. The papers must contain at least one chart or graph.
5. The papers must be typed.
6. Use the web address http://www.iii.org/individuals/homei/ as the primary source.
7. The outline should follow the format below.
I. What is homeowners insurance?
a.
b.
c.
II. What is in a standard homeowners insurance policy?
a.
b.
c.
III. Are there different types of policies?
a.
b.
c.
IV. Does my homeowners insurance cover flooding?
(Continue in the same manner.)

221.
Unit 8, Activity 8, Rent Or Buy?
Blackline Masters, Financial Math Page 219
Louisiana Comprehensive Curriculum, Revised 2008
Should I buy or rent a home or apartment?
Top 10 Reasons to Buy a Home
1. It will be Yours and Yours Alone
The freedom of owning your own home cannot begin to compare with the restrictions
that renters experience. You can paint the walls the color you like, hammer a nail
without the hassles from a landlord.
2. Lifestyle
Homeowners are a different breed. When you live in a neighborhood that is owner
occupied, your neighbors, like you, are more willing to invest their time, money, and
efforts to improve their property values and community.
3. Equity Buildup
Rental payments are gone once you have made them. But with each mortgage
payment, you are “buying” something tangible, you are building equity. The longer you
own your home, the larger the equity. At any time you can refinance to "withdraw" your
cash equity.
4. Keep Up with Inflation
A home is an investment that helps you keep up with inflation. Although not all homes
appreciate at the same rate, and some years are better than others, real estate has
historically kept pace with and usually appreciated faster than the rate of inflation.
5. Income Tax Benefits
All interest paid on a mortgage is deductible for income tax purposes. Remember, too,
that property taxes and closing points are deductible, and that special tax deductions
such as the Homestead Exemption and Energy Credits are also available to
homeowners.
6. Payback on Improvements
A renter who makes property improvements does not receive financial benefits from
them if they relocate. As a homeowner, you can realize some or all of the costs of
improvements when you sell your home.

222.
Unit 8, Activity 8, Rent Or Buy?
Blackline Masters, Financial Math Page 220
Louisiana Comprehensive Curriculum, Revised 2008
7. Trade-Up Value
Even if your first home is not your “dream home,” you are working your way up to it.
With appreciation and some improvements, it may provide you with enough equity to
make a down payment on your “Dream Home” later.
8. Future Security
Unlike rent, which goes on forever, mortgage payments are temporary, providing you
with “rent free” living for your retirement. In addition, a mortgage payment with a fixed
interest rate will remain constant over the course of the note. Rental prices typically
increase 3-10% per year in many areas.
9. Investment Property
For some, investments in single-family homes are proving to be good tax shelters. You
can realize profits and tax benefits from having renters who do not know the benefits
of owning a home or investment property.
10. Don’t Let The Mortgage Interest Rate Fool You
You pay much less in interest than the mortgage rate of your loan, because the
interest you pay becomes tax deductible. Also deductible are many costs associated
with closing your loan.
Do You Know How Much Rent You Pay?
Monthly
Rent
3 Years 5 Years 10 Years 15 Years 30 Years
$400 $15,431 $27,603 $66,319 $120,619 $453,412
$500 $19,289 $34,504 $82,899 $150,774 $566,765
$600 $23,147 $41,405 $99,478 $180,929 $680,118
$700 $27,005 $48,306 $116,058 $211,084 $793,471
$800 $30,863 $55,207 $132,638 $241,239 $908,823
$900 $34,720 $62,108 $149,218 $271,393 $1,020,176
$1000 $38,578 $69,008 $165,798 $301,548 $1,133,530
$1500 $57,868 $103,513 $248,696 $452,332 $1,700,294
Assuming only a 7% annual Rent Increase

223.
Unit 8, Activity 8, Rent Or Buy?
Blackline Masters, Financial Math Page 221
Louisiana Comprehensive Curriculum, Revised 2008
Should You Rent or Own? Rent Own
Deduct mortgage interest and closing points in calculating income tax? No Yes
Deduct real estate taxes in calculating income tax? No Yes
Build Equity (Savings)? No Yes
Hedge against inflation (appreciation and profit potential)? No Yes
Improvements within the home become an investment in future value? No Yes
Can lease out or sell whenever you want to move? No Yes
Feeling of financial security? No Yes
Property can be put in trust? No Yes
Property can be passed on to heirs? No Yes
Property can be later refinanced to "withdraw" cash equity? No Yes
Fixed mortgage payments that help stabilize monthly living costs? No Yes
Source:
The Mortgage Doctor
5579 South Lewis Avenue Tulsa Oklahoma 74105
Phone 918-746-0700
http://www.docmortgage.com/htm/Ownership%20vs.%20Rent.htm

224.
Unit 8, Activity 9, How Much Can You Afford?
Blackline Masters, Financial Math Page 222
Louisiana Comprehensive Curriculum, Revised 2008
Task:
1. Find, in the newspaper, a real estate listing for a home that you would someday
like to own, clip it out, and bring it to class.
2. Go to:
http://www.ginniemae.gov/2_prequal/intro_questions.asp?Section=YPTH
3. Use the “How Much Home Can You Afford?” Calculator and your chosen
career’s estimated annual income. Refer to the Career Exploration BLM
completed in Unit 5, Activity 9, to calculate how much of a mortgage payment
you will be able to afford.
4. Use these numbers as inputs:
a. Minimum Credit Card Payment: $900
b. Car Payment: $800
c. Other Monthly Obligations: $2000
5. Click “Get Estimate” and print the report.
6. Glue your dream-home listing to the upper-back of the report.
7. Below your listing, answer the question, “Can you afford it?”
a. Could you afford the house you chose?
b. Why did you choose this house?
c. What concessions could you make to modify (lower) your housing wants?
8. Turn-in the report.

225.
Unit 8, General Assessments, Calculation Test
Blackline Masters, Financial Math Page 223
Louisiana Comprehensive Curriculum, Revised 2008
1. The Greenwalds want to buy a condominium priced at $90,000. They will need to make a down
payment of 20% and pay closing costs of 3% of the purchase price.
a. How much cash will they need for the down payment?
b. How much of the purchase price must they borrow?
c. How much cash will they need for the closing costs?
2. Ed and Roberta Rogers bought a house at its market value of $70,000. They made a 25% down
payment and paid these closing costs: legal fees, $280; property survey, $150; title insurance,
$220; inspection fees, $350; loan origination fees, $400.
a. What was the amount of the down payment?
b. What was the total of the closing costs?
c. What percent were the closing costs of the purchase price to the nearest whole percent?
3. Ann Doyle will purchase a house for $53,500 on August 1. The house was appraised at
$58,000. On that date, she must make a down payment of 15% of the purchase price and pay
these closing costs: loan origination fees, $340; termite inspection fee, $80; legal fees, $420;
land survey costs, $115; title insurance, $210; prepaid taxes, $600; points, $535.
a. What total amount of cash must Ann have on August 1 to make the purchase?
b. What percent are the closing costs of the purchase price, to the nearest tenth of a
percent?
4. Tom and Jane Yurko estimate that their home depreciates 2% each year. If the home originally
cost $75,300, how much do they estimate for depreciation this year?
5. The home of the Collins family is estimated to depreciate at a rate of 3.2% each year. If the
home originally cost $52,700, how much will this home depreciate in 1 year?
6. Artie Brouillard bought a condominium. The former owner originally wanted $85,000 for the
home before selling it to Artie for $74,900. If the annual depreciation is estimated at 2.5%, how
much will it depreciate this year?
7. Marie Santos bought a house for $55,200 ten years ago. If she estimates depreciation at 1.8% a
year, how much has the house depreciated so far?
8. Ezra Wilkins bought a mobile home for $32,000 three years ago. He estimates that the home
depreciates at a 5% rate each year. How much does Ezra estimate the mobile home has
depreciated so far?
9. The Kerns want to buy a home. Their estimated first-year expenses are: mortgage interest,
$7,128; property taxes, $1,800; insurance, $515; depreciation, $1,680; maintenance and repairs,

226.
Unit 8, General Assessments, Calculation Test
Blackline Masters, Financial Math Page 224
Louisiana Comprehensive Curriculum, Revised 2008
$1,237. They estimate lost interest income on savings as $1,472. They also expect to save
$3,112 on income taxes. Find their net cost of owning their home the first year.
10. Kirk and Edna Rowe own a home. They estimate their expenses to be: mortgage interest,
$10,180; property taxes, $3,690; insurance, $833; depreciation, $3,800; maintenance and
repairs, $900; lost interest income, $2,375. They expect to save $5,700 on income taxes from
home expense. What is their net cost of home ownership?
11. The Solos want to buy a home that costs $55,000. They must make a 30% down payment. They
estimate their expenses for the first year to be: mortgage interest, $4,914; property taxes,
$1,208; insurance, $260; lost interest income, $1,320; depreciation, 2% of the purchase price;
maintenance and repairs, $1,050. They expect to save $1,280 in income taxes because of home
expenses. What will be the net cost of the home the first year?
12. Trudy Hertz wants to buy a home for $64,800. She estimates her first-year expenses to be:
mortgage interest,$6,005; lost interest of $1,377; property taxes, $850; insurance, $395;
depreciation at 2.5% of the purchase price; maintenance and repairs, $1,400. She expects to
save $1,847 in taxes. What will be the net cost of owning the home in the first year?
13. After being in effect for 4 years, the rate of interest on Sol Retal’s variable rate mortgage has
changed from 12.5% to 10%. Sol’s old monthly payment was $763.25. Sol’s new monthly
payment is $655.01. How much less does Sol pay in one year at the new mortgage rate?
14. Rita Metarel’s monthly payment on her original 11.75% variable rate mortgage is $656.12.
Eight years later, the interest rate on her mortgage has been raised to 13.25%, and her new
monthly payment is $731.74. How much more will Rita pay in one year at the new mortgage
rate?
15. Your old $45,000, 30-year, 13.6% mortgage has a monthly payment of $518.98. Over the 6
years since you took out the loan, mortgage rates have dropped. You can now get a mortgage at
9.15%, which will result in a new monthly payment of $377.37. To refinance, you must pay
$990 in closing costs and a $510 prepayment penalty. By getting a new mortgage, find the net
amount you will save in…
a. The first year.
b. The second year.

228.
Unit 8, General Assessments, Writing Test
Blackline Masters, Financial Math Page 226
Louisiana Comprehensive Curriculum, Revised 2008
Respond to each statement as fully and completely as you can.
1. “I don’t need to shop around for a mortgage lender; I’ll never live in that house 30 years
anyway.”
2. “Why won’t the bank let me buy that $300,000 house? I could cut back in other places, if they
would only lend me the money.”
3. “I’ll buy the least amount of insurance I can. Nothing’s ever gonna happen anyway.”
4. “My parents have always rented; it’s good enough for me.”

229.
Unit 8, General Assessments, Writing Test with Answers
Blackline Masters, Financial Math Page 227
Louisiana Comprehensive Curriculum, Revised 2008
Possible answers: Student answers will vary and should include concrete examples from this unit and
possibly reference to knowledge gained in previous units.
1. Even though you may not plan to be in a house for the duration of the mortgage, money is still
saved each month if you shop for and receive the best mortgage loan rate available to you.
2. The FHA has guidelines that total housing costs should not exceed 41% of your monthly net
pay. Most people would not “cut back” on the lifestyle they are accustomed to leading for the
length of time it takes to repay a mortgage loan.
3. Insurance is the assurance that all of the hard work that has gone into home ownership doesn’t
go for naught. Insurance is also the umbrella that protects your financial plan from the
unexpected “rainy day”. It provides shelter so you don’t loose assets already accumulated.
4. There are many advantages to home ownership: income tax benefits, a store of equity value,
and a hedge against inflation among many more.

230.
Unit 8, Specific Assessments, Activity 1, Graphing Calculator Solution
Blackline Masters, Financial Math Page 228
Louisiana Comprehensive Curriculum, Revised 2008
Directions: Use your prior knowledge of a graphing calculator to solve the following problem.
You should use the Finance mode and TVM to calculate monthly payments and the future value of the
college fund savings. Use the summation of interest to calculate the total interest paid on the home loan
and total interest earned on the college fund savings.
Jack and Sarah are expecting their first child on August 1st
. They have just bought a new house and
will also move into the house on August 1st
. The total amount of money financed is $135,000 for a
period of 30 years at an interest rate of 6.9%. They want to start now saving for their child’s future by
putting $200 per month in a college fund that will yield a return of 3.7% compounded monthly, and
will be available on the child’s 18th
birthday. A friend told them that the smartest thing they could do
would be to add the $200 to their regular house payment and pay the mortgage off early. They could
then use the house payment money to send their child to college and would save a lot of money. They
were not sure if what the friend told them would be the best thing to do.
A) Calculate the monthly payments required for the mortgage repayment.
B) Calculate the total interest paid over 30 years.
C) Calculate the time it would take to pay off the mortgage if $200 was added to each month’s
payment.
D) Calculate the amount of interest saved.
E) Calculate the amount of money in the college account on the child’s 18th
birthday.
F) Calculate the amount of interest earned.
G) State whether you believe they should open a separate college account for their child or
apply the $200 each month to the payment. Justify your answer based only on the financial
facts uncovered.

231.
Unit 8, Specific Assessments, Activity 1, Graphing Calculator Solution with Answers
Blackline Masters, Financial Math Page 229
Louisiana Comprehensive Curriculum, Revised 2008
A. Calculate the monthly payments required for the mortgage repayment.
Use the TVM to calculate monthly payments.
B. Calculate the total interest paid over 30 years.
Use the Summation of the interest to calculate the total interest paid.
C. Calculate the time it would take to pay off the mortgage if $200 was added to each month’s
payment. Use the TVM to calculate the number of payments with the extra $200 per month.
D. Calculate the amount of interest saved.
Use the summation of interest to calculate the total interest paid.

232.
Unit 8, Specific Assessments, Activity 1, Graphing Calculator Solution with Answers
Blackline Masters, Financial Math Page 230
Louisiana Comprehensive Curriculum, Revised 2008
E. Calculate the amount of money in the college account on the child’s 18th
birthday.
Use the TVM to calculate the future value if the $200 was deposited into the college account.
F. Calculate the amount of interest earned.
Use the summation of interest to calculate the total interest earned.
G. State whether you believe they should open a separate college account for their child or apply
the $200 each month to the payment. Justify your answer based only on the financial facts
uncovered.
Clearly the $83,137.46 saved by paying an extra $200 per month on the mortgage exceeds
the $18,061.16 earned on the college savings plan. The student should identify the savings
and evaluate Jack and Sarah’s choices, including a decision.

235.
Unit 8, Specific Assessments, Activity 6, Rental Rubric
Blackline Masters, Financial Math Page 233
Louisiana Comprehensive Curriculum, Revised 2008
Performance: Completing a Rental Agreement
CATEGORY/
Points
Format
25% of grade
Capitalization and
Punctuation
25% of grade
Information and
Knowledge
50% of grade
4 Thorough completion of
application including
name, address, previous
addresses, references
Demonstrates correct
usage of end punctuation,
commas, and
capitalization, including
abbreviations
Includes specific details of
credit history and job
contact information
3 A substantial amount of
application is completed
including name, address,
and at least one other
component
Demonstrates a substantial
amount of knowledge of
punctuation and
capitalization (2-5 errors)
Has minor information
missing on details of credit
history and job contact
information
2 Partial or incomplete
application which shows
only two components
Moderately effective use
of punctuation and
capitalization (6-10 errors)
Provides partial evidence
of credit history and job
contact information
1 Incomplete or serious
misunderstanding of how
to complete the application
Minimally effective use of
capitalization and
punctuation (11 or more
errors)
Major amount of
information missing and
no history
Rubric generated at: http://rubistar.4teachers.org/index.php

236.
Unit 8, Specific Assessments, Activity 8, Internet Research Rubric
Blackline Masters, Financial Math Page 234
Louisiana Comprehensive Curriculum, Revised 2008
Completing Internet Research
CATEGORY 4 Points 3 Points 2 Points 1 Point
Locating
Internet
Website
Independently enters
website address
correctly and
efficiently locates
website
Independently
enters website
address correctly
after self-
correcting for
errors and locates
website
Asks for assistance
from teacher or
peer and then able
to enter website
address or to use
browser
Despite repeated
assistance unable
to enter website
address OR doesn't
ask for assistance
from teacher or
peer
Navigating
Website
Independently able to
use mouse and
browser efficiently to
navigate the website
Independently able
to use mouse and
browser to
navigate website
after self-
correcting for
errors
Asks for assistance
from teacher or
peer and then able
to navigate the
website or use
browser
Despite repeated
assistance unable
to navigate website
or use browser OR
does not ask for
assistance from
teacher or peer
Locating
Relevant
Information
Independently able to
locate information
relevant to topic on
website
Independently able
to locate
information
relevant to topic on
website after self-
correcting for
errors
Asks for assistance
from teacher or
peer and then able
to locate relevant
information on the
topic on website
Despite repeated
assistance unable
to locate relevant
information on the
website OR does
not ask for
assistance from
teacher or peer
Selecting
Important
Information
Independently able to
discern and select
important information
directly supportive of
research topic
Independently able
to discern and
select important
information
directly supportive
of research topic
after self-
correcting for
errors
Asks for assistance
from teacher or
peer and then able
to discern and
select important
information
directly supportive
of research topic
Despite repeated
assistance unable
to discern and
select important
information
directly supportive
of research topic
OR does not ask
for assistance from
teacher or peers
Documenting
Information in
Notes/First
Draft
Independently able to
neatly and accurately
document in
notes/first draft the
information in own
words from website
Independently able
to neatly and
accurately
document in notes
the information
from the website in
notes/first draft in
own words with
Asks for assistance
from teacher or
peer and then able
to neatly and
accurately
document in
notes/first draft the
information from
Despite repeated
assistance, unable
to neatly and
accurately
document in
notes/first draft the
information from
the website in own

237.
Unit 8, Specific Assessments, Activity 8, Internet Research Rubric
Blackline Masters, Financial Math Page 235
Louisiana Comprehensive Curriculum, Revised 2008
not more than 5
corrections during
teacher review
the website in own
words with not
more than 10
corrections during
teacher review
words OR
plagiarizes from
website OR does
not produce
notes/first draft or
product is illegible
Completes
Assignment
Independently able to
complete assignment
Independently able
to complete
assignment after
self-correcting or 2
requests for
assistance from
teacher
Asks for assistance
from teacher or
peer more then 5
times and then able
to complete
assignment
Despite repeated
assistance is
unable to complete
assignment OR
chooses not to
complete
assignment

238.
Unit 9, Activity 1, Stock Portfolio
Blackline Masters, Financial Math Page 236
Louisiana Comprehensive Curriculum, Revised 2008
Task:
1. This activity will span the next two weeks.
2. Each student will begin with a hypothetical $50,000 to invest in common stocks listed on the
New York Stock Exchange (NYSE).
3. You will be given two days to research companies listed on the NYSE and choose your stock
investments. http://www.nyse.com/
4. Each student must invest as close to possible all of his/her $50,000 on NYSE listed companies.
5. Students must invest in common stocks of 10 companies.
6. Complete the Portfolio Buy Sheet BLM on the day of your portfolio investment.
7. Each day complete the Company Sheet BLM table for each company you’ve invested in. You
can check the closing price of your stocks at the above NYSE web address, the daily newspaper
or the stock ticker that runs on CNBC™ in the evenings.
8. At the end of the two-week investment period, complete the Portfolio Tally Sheet BLM.

244.
Unit 9, Activity 3, Business Television Opinionnaire
Blackline Masters, Financial Math Page 242
Louisiana Comprehensive Curriculum, Revised 2008
What Are Your Opinions About Watching Business Television?
Directions: After each statement, write SA (strongly agree), A (agree), D (disagree), or SD
(strongly disagree). Then in the space provided, briefly explain the reasons for your opinions.
1. I can gain valuable insight into the world around me by watching business programming on
television. _________
Your reasons:
2. Business television is only for rich people._________
Your reasons:
3. Business television is boring stuff I won’t care about._________
Your reasons:
4. I can’t learn anything relevant to my life by watching business television._________
Your reasons:
5. In the future I may enjoy watching business television._________
Your reasons:
Day of week:_________________________________________

246.
Unit 9, Activity 5, Introduction to Mutual Funds
Blackline Masters, Financial Math Page 244
Louisiana Comprehensive Curriculum, Revised 2008
What They Are
A mutual fund is a company that pools money from many investors and invests the money in
stocks, bonds, short-term money-market instruments, other securities or assets, or some
combination of these investments. The combined holdings the mutual fund owns are known as
its portfolio. Each share represents an investor's proportionate ownership of the fund's holdings
and the income those holdings generate.
Some of the traditional, distinguishing characteristics of mutual funds include the following:
• Investors purchase mutual fund shares from the fund itself (or through a broker for the
fund).
• The price that investors pay for mutual fund shares is the fund's per share net asset value
(NAV) plus any shareholder fees that the fund imposes at the time of purchase (such as
sales loads).
• Mutual fund shares are "redeemable," meaning investors can sell their shares back to the
fund (or to a broker acting for the fund).
• Mutual funds generally create and sell new shares to accommodate new investors. In
other words, they sell their shares on a continuous basis, although some funds stop selling
when, for example, they become too large.
Advantages and Disadvantages
Every investment has advantages and disadvantages. For some investors, mutual funds provide
an attractive investment choice because they generally offer the following features:
• Professional Management — Professional money managers research, select, and monitor
the performance of the securities, stocks/bonds/etc., the fund purchases.
• Diversification — Diversification is an investing strategy that can be neatly summed up
as "Don't put all your eggs in one basket." Spreading your investments across a wide
range of companies and industry sectors can help lower your risk if a company or sector
fails. Some investors find it easier to achieve diversification through ownership of mutual
funds rather than through ownership of individual stocks or bonds.
• Affordability — Some mutual funds accommodate investors who don't have a lot of
money to invest by setting relatively low dollar amounts for initial purchases, subsequent
monthly purchases, or both.
• Liquidity — Mutual fund investors can readily redeem their shares at the current NAV —
plus any fees and charges assessed on redemption — at any time.
But mutual funds also have features that some investors might view as disadvantages, such as:
• Costs Despite Negative Returns — Investors must pay sales charges, annual fees, and
other expenses, regardless of how the fund performs. And, depending on the timing of

247.
Unit 9, Activity 5, Introduction to Mutual Funds
Blackline Masters, Financial Math Page 245
Louisiana Comprehensive Curriculum, Revised 2008
their investment, investors may also have to pay taxes on any capital gains distribution
they receive — even if the fund went on to perform poorly after they bought shares.
• Lack of Control — Investors typically cannot ascertain the exact make-up of a fund's
portfolio at any given time, nor can they directly influence which securities the fund
manager buys and sells or the timing of those trades.
• Price Uncertainty — With an individual stock, you can obtain real-time (or close to real-
time) pricing information with relative ease by checking financial websites or by calling
your broker. You can also monitor how a stock's price changes from hour to hour — or
even second to second. By contrast, with a mutual fund, the price at which you purchase
or redeem shares will typically depend on the fund's NAV, which the fund might not
calculate until many hours after you've placed your order. In general, mutual funds must
calculate their NAV at least once every business day, typically after the major U.S.
exchanges close.
Different Types of Funds
When it comes to investing in mutual funds, investors have literally thousands of choices. Before
you invest in any given fund, decide whether the investment strategy and risks of the fund are a
good fit for you. The first step to successful investing is figuring out your financial goals and risk
tolerance — either on your own or with the help of a financial professional. Once you know for
what you're saving, when you'll need the money, and how much risk you can tolerate, you can
more easily narrow your choices.
Most mutual funds fall into one of three main categories — money market funds, bond funds
(also called "fixed income" funds), and stock funds (also called "equity" funds). Each type has
different features and different risks and rewards. Generally, the higher the potential return, the
higher the risk of loss.
Money Market Funds
Money market funds have relatively low risks compared to other mutual funds (and most
other investments). By law, they can invest in only certain high-quality, short-term
investments issued by the U.S. government, U.S. corporations, and state and local
governments. Investor losses have been rare, but they are possible.
Money market funds pay dividends that generally reflect short-term interest rates, and
historically the returns for money market funds have been lower than for either bond or
stock funds. That's why "inflation risk" — the risk that inflation will outpace and erode
investment returns over time — can be a potential concern for investors in money market
funds.
Bond Funds
Bond funds generally have higher risks than money market funds, largely because they
typically pursue strategies aimed at producing higher yields. Unlike money market funds,

248.
Unit 9, Activity 5, Introduction to Mutual Funds
Blackline Masters, Financial Math Page 246
Louisiana Comprehensive Curriculum, Revised 2008
the SEC's rules do not restrict bond funds to high-quality or short-term investments.
Because there are many different types of bonds, bond funds can vary dramatically in
their risks and rewards. Some of the risks associated with bond funds include:
Credit Risk — the possibility that companies or other issuers whose bonds are owned by
the fund may fail to pay their debts (including the debt owed to holders of their bonds).
Interest Rate Risk — the risk that the market value of the bonds will go down when
interest rates go up. Because of this, you can lose money in any bond fund.
Prepayment Risk — the chance that a bond will be paid off early. For example, a bond
issuer may decide to pay off (or "retire") its debt. When this happens, the fund may not
be able to reinvest the proceeds in an investment with as high a return or yield.
Stock Funds
Although a stock fund's value can rise and fall quickly (and dramatically) over the short
term, historically stocks have performed better over the long term than other types of
investments — including corporate bonds, government bonds, and treasury securities.
Overall "market risk" poses the greatest potential danger for investors in stocks funds.
Stock prices can fluctuate for a broad range of reasons — such as the overall strength of
the economy or demand for particular products or services.
Not all stock funds are the same. For example:
• Growth funds focus on stocks that may not pay a regular dividend but have the
potential for large capital gains.
• Income funds invest in stocks that pay regular dividends.
• Index funds aim to achieve the same return as a particular market index, such as
the S&P 500 Composite Stock Price Index, by investing in all — or perhaps a
representative sample — of the companies included in an index.
• Sector funds may specialize in a particular industry segment, such as technology
or consumer products stocks.
How to Buy and Sell Shares
You can purchase shares in some mutual funds by contacting the fund directly. Other mutual
fund shares are sold mainly through brokers, banks, financial planners, or insurance agents. All
mutual funds will redeem (buy back) your shares on any business day and must send you the
payment within seven days.

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Unit 9, Activity 5, Introduction to Mutual Funds
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Louisiana Comprehensive Curriculum, Revised 2008
The easiest way to determine the value of your shares is to call the fund's toll-free number or
visit its website. The financial pages of major newspapers sometimes print the NAVs for various
mutual funds. When you buy shares, you pay the current NAV per share plus any fee the fund
assesses at the time of purchase, such as a purchase sales load or other type of purchase fee.
When you sell your shares, the fund will pay you the NAV minus any fee the fund assesses at the
time of redemption, such as a deferred (or back-end) sales load or redemption fee. A fund's NAV
goes up or down daily as its holdings change in value.
How Funds Can Earn Money for You
You can earn money from your investment in three ways:
1. Dividend Payments — A fund may earn income in the form of dividends and interest on
the securities in its portfolio. The fund then pays its shareholders nearly all of the income
(minus disclosed expenses) it has earned in the form of dividends.
2. Capital Gains Distributions — The price of the securities a fund owns may increase.
When a fund sells a security that has increased in price, the fund has a capital gain. At the
end of the year, most funds distribute these capital gains (minus any capital losses) to
investors.
3. Increased NAV — If the market value of a fund's portfolio increases after deduction of
expenses and liabilities, then the value (NAV) of the fund and its shares increases. The
higher NAV reflects the higher value of your investment.
With respect to dividend payments and capital gains distributions, funds usually will give you a
choice: the fund can send you a check or other form of payment, or you can have your dividends
or distributions reinvested in the fund to buy more shares (often without paying an additional
sales load).
Degrees of Risk
All funds carry some level of risk. You may lose some or all of the money you invest — your
principal — because the securities held by a fund go up and down in value. Dividend or interest
payments may also fluctuate as market conditions change.
Before you invest, be sure to read a fund's prospectus and shareholder reports to learn about its
investment strategy and the potential risks. Funds with higher rates of return may take risks that
are beyond your comfort level and are inconsistent with your financial goals.
Fees and Expenses
As with any business, running a mutual fund involves costs — including shareholder transaction
costs, investment advisory fees, and marketing and distribution expenses. Funds pass along these
costs to investors by imposing fees and expenses. It is important that you understand these
charges because they lower your returns. SEC rules require funds to disclose both shareholder

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Unit 9, Activity 5, Introduction to Mutual Funds
Blackline Masters, Financial Math Page 248
Louisiana Comprehensive Curriculum, Revised 2008
fees and operating expenses in a "fee table" near the front of a fund's prospectus. The list below
will help you decode the fee table and understand the various fees a fund may impose:
• Sales Charge (Load) on Purchases — the amount you pay when you buy shares in a
mutual fund. Also known as a "front-end load," this fee typically goes to the brokers that
sell the fund's shares. Front-end loads reduce the amount of your investment.
• Purchase Fee — another type of fee that some funds charge their shareholders when they
buy shares. Unlike a front-end sales load, a purchase fee is paid to the fund (not to a
broker) and is typically imposed to defray some of the fund's costs associated with the
purchase.
• Deferred Sales Charge (Load) — a fee you pay when you sell your shares. Also known as
a "back-end load," this fee typically goes to the brokers that sell the fund's shares. The
most common type of back-end sales load is the "contingent deferred sales load" (also
known as a "CDSC" or "CDSL"). The amount of this type of load will depend on how
long the investor holds his or her shares and typically decreases to zero if the investor
holds his or her shares long enough.
• Redemption Fee — another type of fee that some funds charge their shareholders when
they sell or redeem shares. Unlike a deferred sales load, a redemption fee is paid to the
fund (not to a broker) and is typically used to defray fund costs associated with a
shareholder's redemption.
• Management Fees — fees that are paid out of fund assets to the fund's investment adviser
for investment portfolio management, any other management fees payable to the fund's
investment adviser or its affiliates, and administrative fees payable to the investment
adviser that are not included in the "Other Expenses" category.
• Distribution Fees ("12b-1" Fees) — fees paid by the fund out of fund assets to cover the
costs of marketing and selling fund shares and sometimes to cover the costs of providing
shareholder services. "Distribution fees" include fees to compensate brokers and others
who sell fund shares and to pay for advertising, the printing and mailing of prospectuses
to new investors, and the printing and mailing of sales literature. "Shareholder Service
Fees" are fees paid to persons to respond to investor inquiries and provide investors with
information about their investments.
• Other Expenses — expenses not included under "Management Fees" or "Distribution or
Service (12b-1) Fees," such as any shareholder service expenses that are not already
included in the 12b-1 fees, custodial expenses, legal and accounting expenses, transfer
agent expenses, and other administrative expenses.
Be sure to review carefully the fee tables of any funds you're considering, including no-load
funds. Even small differences in fees can translate into large differences in returns over time. For
example, if you invested $10,000 in a fund that produced a 10% annual return before expenses

251.
Unit 9, Activity 5, Introduction to Mutual Funds
Blackline Masters, Financial Math Page 249
Louisiana Comprehensive Curriculum, Revised 2008
and had annual operating expenses of 1.5%, then after 20 years you would have roughly
$49,725. But if the fund had expenses of only 0.5%, then you would end up with $60,858, an
18% difference.
A Word About "No-Load" Funds
Some funds call themselves "no-load." As the name implies, this means that the fund does not
charge any type of sales load. But, as discussed above, not every type of shareholder fee is a
"sales load." A no-load fund may charge fees that are not sales loads, such as purchase fees,
redemption fees, exchange fees, and account fees. No-load funds will also have operating
expenses.
Source: U.S. Securities and Exchange Commission online publication “Invest Wisely: An Introduction to Mutual
Funds,” located on the Internet at http://www.sec.gov/investor/pubs/inwsmf.htm

257.
Unit 9, Activity 7, Risk vs. Reward
Blackline Masters, Financial Math Page 255
Louisiana Comprehensive Curriculum, Revised 2008
Some forms of investing are inherently more risky than other forms. Some forms of investing
have built-in protections to minimize risk. It is important that you know the risk and potential
reward of investments prior to investing in them. Complete this task to deepen your
understanding of the risk/reward relationship.
Task:
1. Research the investment risk/reward relationship.
2. Produce a poster-sized graphic of the risk/reward continuum for various investment
types. At the bottom of the poster, list three ways to minimize investment risk over the
long term.
3. Include topics such as: Diversification, Dollar-Cost Averaging, and Asset Allocation.
4. Look at the sample on the reverse side for guidance.

264.
Unit 9, Activity 9, Health Insurance on Trial
Blackline Masters, Financial Math Page 262
Louisiana Comprehensive Curriculum, Revised 2008
Task:
1. This is a five-day activity.
Discussion Topic: The rising burden on society to provide quality healthcare to our growing
masses.
Is healthcare too expensive?
Why are healthcare costs rising at a rate much higher than core inflation?
Who should be responsible for paying the rising costs of healthcare?
o Society as a whole through higher taxes
o Individuals through higher group insurance rates
What about those who can’t pay?
What about prescription medication? Who should pay?
o Society as a whole (higher taxes)
o Individuals (potentially greater, disproportionate individual burden)
What would cause healthcare rates to rise so high so fast?
o Shortage of doctors
o Shortage of medical facilities
o Shortage of prescription medication
What role does medical technology play in rising costs?
Does a healthy, long life have a price? If so, what is it and who decides?
2. This is a group activity, I will assign groups.
3. Each group will research a healthcare topic based on similar points of view.
4. For example:
Social medicine, society pays for everyone’s healthcare costs
Private medicine, individuals pay for their own healthcare needs
Middle-Of-The-Road medicine, helps those that need help and those that can, pay
Mock Trial. HEALTHCARE: HOW DO WE FIX IT? Each working group will be a defensive
team for the defense of the group’s point-of-view concerning healthcare. The groups should
prepare a defense to present to a judge on day 5 of this activity.
Days 1 through 4. Each working group will have 4 days to research and plan for a defensive
argument based on the group’s research and prevailing point of view. Prepare a thesis to phrase
your group’s point-of-view and research to support the thesis. Be prepared to present your thesis,
with research, supporting arguments, and visual aids at the trial.
Day 5. A judge will preside over our mock trial of the healthcare issue. Each group will present
their researched argument to the judge with facts, conjecture and visual displays. While one
group is presenting, the other groups can serve as the jury for the argument. The idle groups
should take notes and respond to the judge as necessary.

266.
Unit 9, General Assessments, Building Wealth Quiz with Answers
Blackline Masters, Financial Math Page 264
Louisiana Comprehensive Curriculum, Revised 2008
1. Explain dollar cost averaging and why it is important.
Dollar cost averaging is a technique designed to reduce market risk through the systematic
purchase of securities at predetermined intervals and set amounts.
2. Why is it important to write down your financial goals?
Written goals allow you to track progress toward reaching your personal financial goals.
3. Explain stock appreciation.
An increase in the value of stock in a company.
4. What are mutual funds?
A mutual fund is a company that pools money from many investors and invests the money in
stocks, bonds, short-term money-market instruments, other securities or assets, or some
combination of these investments.
5. Why are IRAs and 401(k)s important to retirement investment planning?
Individual Retirement Account – lets you build wealth and retirement security; grows tax-free
until you retire and withdraw it.
A retirement account at a place of employment; you contribute a percentage of before-tax salary,
employers match a portion of every dollar you invest; tax-deferred.
6. Explain the risk/reward continuum of investing.
As a general rule, the greater the potential reward of an investment, the greater the risk and visa
versa.
7. How does life insurance fit into your financial plan?
Early in a working lifecycle, life insurance is important to protect the future of dependants. As
one nears retirement, life insurance becomes an integral part of inheritance estate planning.

267.
Unit 9, General Assessments, Test
Blackline Masters, Financial Math Page 265
Louisiana Comprehensive Curriculum, Revised 2008
Name:___________________________________________
Background: Jonnie started working at Escape Travel Agency after finishing high school.
Recently, Jonnie was promoted to office manager and she wants to begin an investment
program. She earns $32,000 annually, isn’t married, and rents an apartment. She is going to
night school in advertising and graduates in 2 ½ years with a bachelor’s degree. Jonnie went to
the library at school to research investing and was soon overwhelmed by the information and
the choices. Returning home in bewilderment, she calls you, her long-time friend, for advice.
Jonnie has a financial workbook that she needs help working through. Please help her work the
problems and answer any questions she may have.
Situation 1. After they both retired, Ed and Samantha Falcon sold their house and land for
$175,000 and rented an apartment. They invested almost all of the proceeds from the sale of
their house in 170, $1000 par value, 7% bonds of Excomunico Limited. The bonds mature in 8
years. The market price of the bonds was 95 ½, with a .5% commission charge.
1. What is the total invested in these bonds?
2. Based on the bonds’ original purchase price, what rate of income could be earned on this
bond investment? (to the nearest percent)
3. If interest is paid on these bonds semiannually, what is the amount of the semiannual
interest payment?
4. If the Falcons hold the bonds until their maturity date, what total amount will they receive
from Excomunico Limited when they redeem their bonds? (No commission will be charged at
redemption.)
5. Would you advise Jonnie to invest in bonds? Why or why not?

268.
Unit 9, General Assessments, Test
Blackline Masters, Financial Math Page 266
Louisiana Comprehensive Curriculum, Revised 2008
Situation 2. Jacob deposits money from each paycheck into a savings account. When the
account balance reaches $2000, he withdraws $2000 and invests in shares of the Happy
Endings Growth Fund. Jacob has purchased mutual fund shares for the past five years at these
prices:
Year Net Asset Value Offer # Shares Bought
1 7.27 7.65 261.438
2 7.73 8.14 245.700
3 8.35 8.79 227.531
4 8.74 9.20 217.391
5 9.20 9.68 206.612
6. What total number of Happy Endings Growth Fund shares does Jacob own?
7. What average price per share did Jacob pay for the shares he owns?
8. One year after making his last purchase, the Happy Endings Growth Fund has a NAV of
$8.93 and an offer price of $9.40. If Jacob sells all the shares he owns, what are his net
proceeds from the sale? What is his net profit from the ownership of Happy Endings Growth
Fund shares?
9. If Jacob makes no additional fund purchases after the fifth year, at what price would he sell
his shares to double his investment?
10. Jacob practices a more basic form of dollar-cost-averaging. Explain to Jonnie the benefits
of dollar-cost-averaging.

269.
Unit 9, General Assessments, Test
Blackline Masters, Financial Math Page 267
Louisiana Comprehensive Curriculum, Revised 2008
Situation 3. Robert invests $5000 in each of two different stocks. He bought 200 shares of
Snow Peak Outdoor Products at $25 per share, including commission. The Snow Peak stock
pays a quarterly dividend of $0.37 ½ per share. He also bought 400 shares of Drownage
Shipping Company stock at $12.50, including commission. Drownage Shipping paid no
dividend for four years, and then in the fifth year it paid a quarterly dividend of $0.02 per
share.
Robert kept both stocks for five years, and then sold them at these net prices, after
commission: Snow Peak Outdoor Products, $28; Drownage Shipping, $18.
11. What total dividend did Robert receive from both stocks?
12. What profit or loss did Robert make on each sale?
13. What was the total gain or loss from ownership of these stocks?
14. Jonnie likes the idea of investing in stocks, but is unclear about how to manage risk.
Please explain her options when it comes to managing risk.
15. Which of the above investment options would be best for Jonnie if she plans to save
$2200 for a home down payment and $1000 for longer-term goals?

270.
Unit 9, General Assessments, Test with Answers
Blackline Masters, Financial Math Page 268
Louisiana Comprehensive Curriculum, Revised 2008
1. What is the total invested in these bonds?
170 * $955 * 1.005 = $163,161.75
2. Based on the bonds’ original purchase price, what rate of income could be earned on this
bond investment? (to the nearest percent)
($1000 * .07) / $955 = 7.3%
3. If interest is paid on these bonds semiannually, what is the amount of the semiannual
interest payment?
$170,000 * .07 / 2 = $5,950
4. If the Falcons hold the bonds until their maturity date, what total amount will they receive
from Excomunico Limited when they redeem their bonds? (No commission will be charged at
redemption.)
170 * $1,000 = $ 170,000
5. Would you advise Jonnie to invest in bonds? Why or why not?
Student answers with vary, but should include topics such as: Jonnie is too young to
recommend investing in bonds, bonds are very safe, Jonnie doesn’t need current income.
6. What total number of Happy Endings Growth Fund shares does Jacob own?
261.438 + 245.700 + 227.531 + 217.391 + 206.612 = 1,158.672
7. What average price per share did Jacob pay for the shares he owns?
$10,000 / 1,158.672 = $8.63
8. One year after making his last purchase, the Happy Endings Growth Fund has a NAV of
$8.93 and an offer price of $9.40. If Jacob sells all the shares he owns, what are his net
proceeds from the sale? What is his net profit from the ownership of Happy Endings Growth
Fund shares?
1,158.672 * $8.93 = $10,346.94 Net proceeds from sell
$10,346.94 - $10,000 = $346.94 Net profit from sell

271.
Unit 9, General Assessments, Test with Answers
Blackline Masters, Financial Math Page 269
Louisiana Comprehensive Curriculum, Revised 2008
9. If Jacob makes no additional fund purchases after the fifth year, at what price would he sell
his shares to double his investment?
$8.63 * 2 = $17.26 N.A.V.
10. Jacob practices a more basic form of dollar-cost-averaging. Explain to Jonnie the benefits
of dollar-cost-averaging.
Student answers will vary, but should include: pay yourself first, buy more shares over time,
when market is high you buy less shares, when market is low you buy more shares, reduces
average share price over time.
11. What total dividend did Robert receive from both stocks?
Snow Peak: 200 * $0.375 * 4 * 5 = $1,500
Drownage: 400 * $0.02 * 4 = $32
12. What profit or loss did Robert make on each sale?
Snow Peak: ($28 - $25) * 200 = $600 Profit
Drownage: ($18 - $12.50) * 400 = $2,200 Profit
13. What was the total gain or loss from ownership of these stocks?
Snow Peak: $1,500 + $600 = $2,100 Profit
Drownage: $32 + $2,200 = $2,232 Profit
14. Jonnie likes the idea of investing in stocks but is unclear about how to manage risk. Please
explain her options when it comes to managing risk.
Student answers will vary, but should include: making investments automatic, dollar cost
averaging, stock mutual funds.
15. Which of the above investment options would be best for Jonnie if she plans to save
$2200 for a home down payment and $1000 for longer-term goals?
Student answers will vary. Invest for a home down payment, with a less than 5-year time
horizon perhaps, save in balanced or less aggressive stock mutual funds. Cannot afford to lose
the money, so keep it fairly safe. Invest for longer-term goals (investments can be more risky),
perhaps in individual stocks or more aggressive stock mutual funds.

273.
Unit 9, Specific Assessments, Activity 1, Calculator Tool
Blackline Masters, Financial Math Page 271
Louisiana Comprehensive Curriculum, Revised 2008
The initial cost per share is now stored in a list called COST, the number of shares
purchased for each stock in a list called SHARE, and the total cost for each stock in a list
called BUY. Do not use the Clear All List feature or it will clear the values saved in these
special lists. Clear the lists by arrowing up and highlighting their names then pressing
CLEAR and arrowing back down.
At the beginning of each class period, calculate your profit or loss for each stock and then
calculate your total profit or loss on all the stocks.
12) Clear the home screen
13) Go to list 1 and arrow up to highlight L1
14) Press 2nd
LIST highlight BUY press ENTER press ENTER
15) Go to list 2 use the up arrow to highlight L2
16) Press 2nd
LIST highlight SHARE press ENTER press ENTER
17) Enter the closing price for the day of each stock in list 3. Remember they must be
entered in the same order as the original stock.
18) Go to list 4 use the up arrow to highlight L4
19) Enter L2 times L3 press ENTER
20) Go to list 5 use the up arrow to highlight L5
21) Enter L4 minus L1 press ENTER
List 1: Initial Total Cost per Stock
List 2: Shares Bought
List 3: Current Value per Share
List 4: Current Value
List 5: Profit or Loss to Date
22) Save daily profit and loss statements by following the steps 6 and 7 for list 5 and
naming it Daily. Show me your calculator with the value of Daily each day when you
have completed this step.

275.
Unit 9, Specific Assessments, Activity 8, Definitions
Blackline Masters, Financial Math Page 273
Louisiana Comprehensive Curriculum, Revised 2008
Directions. Match each word with its definition by writing the letter of the correct definition in
the box to the right of the word.
Answer
1. Adverse
selection
A. The amount that the owner of a permanent life insurance policy is
entitled to receive if the policy does not remain in force until the insured’s
death.
2. Beneficiary
B. A nonprofit organization established to provide information to insurers
about impairments that applicants have admitted to, or that other insurers
have detected, in connection with previous applications for insurance.
3. Cash value
C. A type of life insurance or annuity contract that is purchased by the
payment of one lump sum.
4. Contest-
ability period
D. This is a substandard policy, which means the physical or moral
lifestyle of the insured is more susceptible to loss. It's the opposite of a
Preferred Risk.
5. Indemnify
E. A form of life insurance that covers the insured person for a certain
period of time, specified in the policy. It pays a benefit to a designated
beneficiary only when the insured dies within that specified period, which
can be one, five, 10 or even 20 years. Renewable, but premiums increase
with age.
6. Medical
Information
Bureau
F. A policy that combines protection against premature death with a
savings account that can be invested in stocks, bonds, and money market
mutual funds at the policyholder’s discretion.
7. Preferred
Risk
G. The tendency of those exposed to a higher risk to seek more insurance
coverage than those at a lower risk. Insurers react either by charging
higher premiums or not insuring at all.
8. Rated Policy
H. The person or legal entity the owner of an insurance policy names to
receive the policy benefit if the event insured against occurs.
9. Second-To-
Die Policy
I. A flexible premium policy that combines protection against premature
death with a type of savings that typically earns a money market rate of
interest. Death benefits can be changed during the life of the policy within
limits.
10. Single
premium life
J. This is a fancy word that means your beneficiaries are paid the death
benefit to compensate for loss.
11. Term life
K. Permanent life insurance policy that insures two lives under one policy,
usually a husband and wife. Only after both insured parties are deceased
will the death benefit proceeds be paid.
12. Universal
life
L. The time during which an insurer has the right to cancel or rescind an
insurance policy if the application contained a material misrepresentation.
13. Variable life
M. The oldest kind of cash value life insurance that combines protection
against premature death with a savings account. Premiums are fixed and
guaranteed and remain level throughout the policy’s lifetime.
14. Whole life
N. This refers to a person whose lifestyle, health, occupation, personal
habits, hobbies, family history, etc., indicate the person should live a long
time. Smokers and race car drivers are not this.

276.
Unit 9, Specific Assessments, Activity 8, Definitions with Answers
Blackline Masters, Financial Math Page 274
Louisiana Comprehensive Curriculum, Revised 2008
Answer
1. Adverse
selection
G
A. The amount that the owner of a permanent life insurance policy is
entitled to receive if the policy does not remain in force until the insured’s
death.
2. Beneficiary H
B. A nonprofit organization established to provide information to insurers
about impairments that applicants have admitted to, or that other insurers
have detected, in connection with previous applications for insurance.
3. Cash value A
C. A type of life insurance or annuity contract that is purchased by the
payment of one lump sum.
4. Contest-
ability period
L
D. This is a substandard policy, which means the physical or moral
lifestyle of the insured is more susceptible to loss. It's the opposite of a
Preferred Risk.
5. Indemnify J
E. A form of life insurance that covers the insured person for a certain
period of time, specified in the policy. It pays a benefit to a designated
beneficiary only when the insured dies within that specified period, which
can be one, five, 10 or even 20 years. Renewable, but premiums increase
with age.
6. Medical
Information
Bureau
B
F. A policy that combines protection against premature death with a
savings account that can be invested in stocks, bonds, and money market
mutual funds at the policyholder’s discretion.
7. Preferred
Risk
N
G. The tendency of those exposed to a higher risk to seek more insurance
coverage than those at a lower risk. Insurers react either by charging
higher premiums or not insuring at all.
8. Rated Policy D
H. The person or legal entity the owner of an insurance policy names to
receive the policy benefit if the event insured against occurs.
9. Second-To-
Die Policy
K
I. A flexible premium policy that combines protection against premature
death with a type of savings that typically earns a money market rate of
interest. Death benefits can be changed during the life of the policy within
limits.
10. Single
premium life
C
J. This is a fancy word that means your beneficiaries are paid the death
benefit to compensate for loss.
11. Term life E
K. Permanent life insurance policy that insures two lives under one policy,
usually a husband and wife. Only after both insured parties are deceased
will the death benefit proceeds be paid.
12. Universal
life
F
L. The time during which an insurer has the right to cancel or rescind an
insurance policy if the application contained a material misrepresentation.
13. Variable life I
M. The oldest kind of cash value life insurance that combines protection
against premature death with a savings account. Premiums are fixed and
guaranteed and remain level throughout the policy’s lifetime.
14. Whole life M
N. This refers to a person whose lifestyle, health, occupation, personal
habits, hobbies, family history, etc., indicate the person should live a long
time. Smokers and race car drivers are not this.

277.
Unit 9, Specific Assessments, Activity 9, Trial Rubric
Blackline Masters, Financial Math Page 275
Louisiana Comprehensive Curriculum, Revised 2008
Health Insurance Mock Trial Rubric
4 3 2 1 Points
Research/Group Performance
Gathering
Information
Gathers a great
deal of
information
with clear
criteria in mind
Gathers and
selects
sufficient
information
with criteria in
mind
Is generally on
track gathering
information,
but information
is weak in
some areas
Little
information
gathered
Organizing
Information
Information is
organized in a
logical and
thoughtful
manner.
Is able to
organize
information
Shows some
skill in
approaching
the problem in
a logical
manner
Shows little
skill in
approaching
the problem
logically
Using
Information
Shows insight
in drawing
conclusions
from
information
Draws
conclusions
from the
information
Makes a
concluding
statement that
generalizes
information
Draws no
conclusions
and/or
demonstrates
little purpose
for gathering
data
Thinking
Clearly
demonstrates
divergent
thinking and is
insightful
Uses some
divergent
thinking in
approach to the
problem
Shows little
divergent
thinking
Exhibits no
creative or
divergent
thinking
Working with
Others
Almost always
listens to,
shares with,
and supports
the efforts of
others; tries to
keep people
working well
together
Usually listens
to, shares,
with, and
supports the
efforts of
others; does
not cause
"waves" in the
group
Often listens
to, shares with,
and supports
the efforts of
others, but
sometimes is
not a good
team member
Rarely listens
to, shares with,
or supports the
efforts of
others; often is
not a good
team player.
Focus on the
Task
Consistently
stays focused
on the task and
what needs to
be done; very
self-directed
Focuses on the
task and what
needs to be
done most of
the time; other
group members
can count on
this person.
Focuses on the
task and what
needs to be
done some of
the time; other
group members
must
sometimes nag,
Rarely focuses
on the task and
what needs to
be done; lets
others do the
work

278.
Unit 9, Specific Assessments, Activity 9, Trial Rubric
Blackline Masters, Financial Math Page 276
Louisiana Comprehensive Curriculum, Revised 2008
prod, and
remind to keep
this person on-
task
Trial Preparation
Statements
Statements
are fully
developed,
completely
consistent with
research,
and accurately
portrayed.
Statements
are adequately
developed,
fairly
consistent, and
accurately
portrayed.
Statements
show
a lack of
preparation.
Statements
are not
developed,
and
presentation
shows little or
no
preparation.
Questions
Questions
are relevant,
logical,
and clear.
Questions
are properly
formed
and delivered.
Questions
are clear,
logical,
and relevant.
Most of
the time; most
questions are
properly
formed.
Questions
lack logic.
Most
questions are
poorly
formed.
Questions
are irrelevant
or
unclear.
Depth of
Understanding
Statements and
questions show
sophisticated
understanding
of
how evidence
relates to and
supports or
opposes
the claim.
Statements and
questions show
an
understanding
of
how evidence
supports or
opposes
the claim.
Statements and
questions show
some
understanding
of how
evidence
supports or
opposes
the claim.
Statements and
questions are
inconsistent
with
evidence
supporting
or opposing
the
claim.
Trial Behavior
Voice
Easily
understood and
consistently
uses an
appropriate
rate,
volume, and
intonation
Understood
most of
the time and
uses
an appropriate
rate,
volume, and
intonation most
of
Understood,
but
uses an
inappropriate
rate,
volume, or
intonation that
distracts from
what
Not
easily
understood

279.
Unit 9, Specific Assessments, Activity 9, Trial Rubric
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Louisiana Comprehensive Curriculum, Revised 2008
the time. is being said.
Authenticity
Excellent use
of body and
facial
expression;
words
and gestures
match.
Adequate body
and facial
expression
Lacks
realism; body
and facial
expressions do
not
match actions
Unconvincing;
body and
facial
expressions
are not
used
Courtroom
Decorum
Has
appropriate
interactions
with
judge and
opposing
attorneys
Interactions
with other
members of
the trial are
appropriate
most of the
time.
Unsure
of how to
interact
with other
members
of the trial
Distracted,
demonstrates
inappropriate
behavior
Overall Effort
Contributions
Routinely
provides useful
ideas. A
definite leader
who
contributes a
lot of effort.
Usually
provides useful
ideas. A strong
group member
who tries hard!
Sometimes
provides useful
ideas. A
satisfactory
group member
who does what
is required.
Rarely
provides
useful ideas.
May refuse to
participate.
Pride
Work reflects
this student's
best efforts.
Work reflects a
strong effort
from this
student.
Work reflects
some effort
from this
student.
Work reflects
very little
effort on the
part of this
student.

283.
Unit 10, General Assessments, End-Of-Course Test
Blackline Masters, Financial Math Page 281
Louisiana Comprehensive Curriculum, Revised 2008
Name:__________________________________________________
Introduction: Tracy and Albert Rushworth now rent an apartment for $670 a month.
While renting, they saved $17,000 to use for a down payment on a home and other
expenses. The Rushworths have been looking at houses, and found one priced at $85,000
that meets their needs. Closing costs on the house would be $2,500. Before signing a
contract to buy the home, the Rushworths went to several lenders for home mortgage
information. They found three lenders in the area that offer mortgages at these terms:
Lender A requires a 20% down payment for a 14.25%, 20-year mortgage loan.
For these terms, the monthly mortgage payment will be $857.97.
Lender B offers a 14.50%, 25-year mortgage loan with a minimum 16% down
payment. At this rate, the monthly mortgage payment will be $886.91.
Lender C offers the longest mortgage term, 30 years. To get that term, the
borrower must make a minimum down payment of 14% and pay a rate of
14.875%. At these terms, the monthly mortgage payment will be $917.01.
Because they will no longer live near their work, the Rushworths will have to buy a
second car. They have shopped for a new car, and found one they like that sells for
$12,600. With a minimum down payment required of 10%, the monthly payments would
be $401.49 for a loan of three years and $324.30 for a four-year loan. It is possible to
lease the car they want instead of buying. The monthly lease payments would be $289.50,
with no money down.
The estimated annual expenses of operating the car they want are as follows: gasoline,
650 gallons at $3.05; insurance, $420; maintenance, $230; license fees, $45. At the time
of purchase, only one-fourth of the annual insurance premium must be paid along with
the license fee. If the car is purchased, the interest for the first year would be $1,638 on a
three-year loan and $1,711 on a four-year loan. If the car is purchased, the depreciation
expense the first year will be 22% of the purchase price and the interest lost on money
invested in the car will be $101.
The Rushworths’ combined gross income is $45,000 a year. If they buy the house, they
will have these expenses: property taxes, $2,090; insurance, $320; maintenance and
repairs, $1,100; lost interest on the down payment at 8%; depreciation at a rate of 2% a
year. The first-year mortgage interest they would pay varies among lenders as follows:
Lender A, $9,649; Lender B, $10,333; Lender C, $10, 864.
By paying property taxes and mortgage interest, the Rushworths would have these tax
benefits, depending on where they got their mortgage: Lender A, $3,290; Lender B,
$3,480; Lender C, $3,630.

286.
Unit 10, General Assessments, End-Of-Course Test
Blackline Masters, Financial Math Page 284
Louisiana Comprehensive Curriculum, Revised 2008
7.
Total Annual Payment for Mortgage and Car Loan
Mortgage Obtained From:
Total Annual Mortgage
Payment Plus Annual
Payment on a 3-year Car
Loan
Total Annual Mortgage
Payment Plus Annual
Payment on a 4-year Car
Loan
Lender A
Lender B
Lender C
Complete the Decision Table below by writing a “yes” or “no” answer using the data
from the tables you completed or other facts provided. Then, answer the questions that
follow.
8.
Decision Table: Do the Rushworths have enough money saved to buy a
house and a car or buy a house and lease a car?
Can they get a mortgage
from…
And buy a car? And lease a car?
Lender A
Lender B
Lender C
9. In order to be approved for a mortgage loan by any lender, the purchase price of the
house must be less than 2.5 times the buyer’s annual income. Do the Rushworths meet
this requirement?
10. Compare the lowest cost of owning the home with the cost of renting. Which is less
expensive, and by how much?

287.
Unit 10, General Assessments, End-Of-Course Test
Blackline Masters, Financial Math Page 285
Louisiana Comprehensive Curriculum, Revised 2008
11. Compare the cost of buying and leasing a car. Which will be less expensive for the
Rushworths during the first year?
12. For each lender, give the total amount of money that is needed if both the home and
car are purchased.
13. From which lender(s) can the Rushworths get a mortgage loan and still afford to buy
a car after making all the required down payments and not spending more than they
saved?
14. Assume the Rushworths do not want to spend more than one-third of their annual
gross income on mortgage and car payments. Using the decision table and other data,
identify the combination(s) that will come closest to this goal of limiting spending.
Explain your answer.
15. If you were making this home and car buying decision for the Rushworths, describe
what you would do and why.
Lender A Lender B Lender C

290.
Unit 10, General Assessments, End-Of-Course Test with Answers
Blackline Masters, Financial Math Page 288
Louisiana Comprehensive Curriculum, Revised 2008
7.
Total Annual Payment for Mortgage and Car Loan
Mortgage Obtained From:
Total Annual Mortgage
Payment Plus Annual
Payment on a 3-year Car
Loan
Total Annual Mortgage
Payment Plus Annual
Payment on a 4-year Car
Loan
Lender A $15,113.52 $14,187.24
Lender B $15,460.80 $14,534.52
Lender C $15,822 $14,895.72
Complete the Decision Table below by writing a “yes” or “no” answer using the data
from the tables you completed or other facts provided. Then, answer the questions that
follow.
8.
Decision Table: Do the Rushworths have enough money saved to buy a
house and a car or buy a house and lease a car?
Can they get a mortgage
from…
And buy a car? And lease a car?
Lender A No No
Lender B No Yes
Lender C Yes Yes
9. In order to be approved for a mortgage loan by any lender, the purchase price of the
house must be less than 2.5 times the buyer’s annual income. Do the Rushworths meet
this requirement?
Yes
10. Compare the lowest cost of owning the home with the cost of renting. Which is less
expensive, and by how much?
Renting is lower by $5,729.40

291.
Unit 10, General Assessments, End-Of-Course Test with Answers
Blackline Masters, Financial Math Page 289
Louisiana Comprehensive Curriculum, Revised 2008
11. Compare the cost of buying and leasing a car. Which will be less expensive for the
Rushworths during the first year?
Leasing is lower by $1,677.60
12. For each lender, give the total amount of money that is needed if both the home and
car are purchased.
13. From which lender(s) can the Rushworths get a mortgage loan and still afford to buy
a car after making all the required down payments and not spending more than they
saved? Lender C
14. Assume the Rushworths do not want to spend more than one-third of their annual
gross income on mortgage and car payments. Using the decision table and other data,
identify the combination(s) that will come closest to this goal of limiting spending.
Explain your answer.
Answers will vary.
Any lender with 4-year car loan.
Any lender with leasing the car.
15. If you were making this home and car buying decision for the Rushworths, describe
what you would do and why.
Answers will vary.
Cheapest is Lender B and leasing the car.
Lender A Lender B Lender C
$20,910 $17,510 $15,810

292.
Unit 10, Specific Assessments, Activity 2, Cash Flow Rubric
Blackline Masters, Financial Math Page 290
Louisiana Comprehensive Curriculum, Revised 2008
Cash Flow Record
Name: Teacher:
Criteria Points
4 3 2 1
Assignment
Completeness
Responses for
each day and
each category.
Missing no more
than 2 responses.
Missing 3 to 5
responses.
Less than 1/2 of
responses
completed.
Accuracy
All items are
correct.
Most items are
correct.
Many items are
correct.
Less than 1/2 of
all items are
correct.
Demonstrated
Knowledge
Shows complete
understanding of
the financial and
mathematical
process.
Shows
substantial
understanding of
the financial and
mathematical
process.
Response shows
some
understanding of
the process.
Response shows a
complete lack of
understanding for
the process.
Requirements
Goes beyond the
requirements of
the activity, i.e.
provides receipts
for all expenses.
Meets the
requirements of
the activity.
Does not meet the
requirements of
the activity.
Legibility
Legible
handwriting; easy
to read.
Marginally
legible
handwriting.
Writing is not
legible in places.
Writing is not
legible.
Total Points
Teacher Comments:
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293.
Unit 10, Specific Assessments, Activity 4, Financial Plan Rubric
Blackline Masters, Financial Math Page 291
Louisiana Comprehensive Curriculum, Revised 2008
Financial Planning Portfolio
CATEGORY 3 2 1 0 Points
Binder Divided into
required sections.
Dividers headed
correctly and
decorated following
theme of section.
Many sections
missing.
Headings not
used correctly.
Dividers not
decorated.
Financial Goals All six required
items are present
and complete.
Goals are realistic,
include measurable
terms, have a time
frame, include
action to be taken.
Education timeline
is complete and
reflects an
uncommon depth of
understanding.
More than 3
items missing or
incomplete.
Goals are not
realistic. Do not
include
measurable
terms, time
frame or action
to be taken.
Education
timeline is
missing or
incomplete.
Reflects a lack
of understanding
of future goals.
Earnings
Potential
All six required
items are present
and complete.
Chosen career and
income is clearly
stated. Calculations
correct.
More than 3
items missing or
incomplete.
Chosen career
and income are
not stated.
Many errors in
calculations.
Automobile All five required
items are present
and complete.
Taken as a whole,
reflects an
uncommon depth of
understanding.
More than 3
items missing or
incomplete.
Taken as a
whole, reflects a
lack of
understanding.
Housing All nine required
items are present
and complete.
Taken as a whole,
reflects an
uncommon depth of
understanding.
More than 5
items missing or
incomplete.
Taken as a
whole, reflects a
lack of
understanding.

294.
Unit 10, Specific Assessments, Activity 4, Financial Plan Rubric
Blackline Masters, Financial Math Page 292
Louisiana Comprehensive Curriculum, Revised 2008
Insurance All four required
items are present
and complete. All
categories are
covered: Life, Auto
& Health.
More than 2
items missing or
incomplete.
Category
missing.
Investments All 14 required
items are present
and complete.
Work demonstrates
superior knowledge
of topic.
More than 6
items missing or
incomplete.
Work
demonstrates
lack of
knowledge of
topic.
Banking All four required
items are present
and complete. All
calculations correct.
More than 2
items missing or
incomplete. Few
calculations
correct.
Credit All six required
items are present
and complete.
Work demonstrates
superior knowledge
of credit.
More than 3
items missing or
incomplete.
Taken as a
whole, reflects a
lack of
understanding of
credit.
Organization Neat, organized
information. Easy
to read and follow.
Outstanding
document for future
reference.
Unorganized and
illegible. Not
easy to read or to
follow.
Understanding
of document’s
future purpose
not evident.
Total Points
Rubric adapted from a template found at: http://rubistar.4teachers.org/index.php